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INTRODUCTION

3

Secondary Schools for the Twenty-first Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

The Importance of Literacy, Language, and the English Curriculum . . . . . . . . . . . . . . . . . . . 3

Principles Underlying the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Roles and Responsibilities in English Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

THE PROGRAM IN ENGLISH

9

Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Strands in the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

ASSESSMENT AND EVALUATION OF
STUDENT ACHIEVEMENT

20

Basic Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

The Achievement Chart for English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Evaluation and Reporting of Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Reporting on Demonstrated Learning Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

SOME CONSIDERATIONS FOR
PROGRAM PLANNING

27

Ministry Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Instructional Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Planning English Programs for Students With Special
Education Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Program Considerations for English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Antidiscrimination Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Literacy, Mathematical Literacy, and Inquiry/Research Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

The Role of the School Library in the English Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

The Role of Technology in the English Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

The Ontario Skills Passport and Essential Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Career Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Cooperative Education and Other Forms of Experiential Learning . . . . . . . . . . . . . . . . . . . 36

Planning Program Pathways and Programs Leading to a
Specialist High-Skills Major . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Health and Safety in the English Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

CONTENTS

This publication is available on the Ministry of Education s
website, at www.edu.gov.on.ca.

This document replaces

The Ontario Curriculum, Grades 9 and 10: English, 1999

. Beginning in
September 2007, all English courses for Grades 9 and 10 will be based on the expectations
outlined in this document.

SECONDARY SCHOOLS FOR THE TWENTY-FIRST CENTURY

The goal of Ontario secondary schools is to support high-quality learning while giving
individual students the opportunity to choose programs that suit their skills and interests.
The updated Ontario curriculum, in combination with a broader range of learning options
outside traditional classroom instruction, will enable students to better customize their
high school education and improve their prospects for success in school and in life.

THE IMPORTANCE OF LITERACY, LANGUAGE, AND THE
ENGLISH CURRICULUM

Literacy is about more than reading or writing it is about how we communicate
in society. It is about social practices and relationships, about knowledge, language
and culture.

Those who use literacy take it for granted but those who cannot use it are excluded
from much communication in today s world. Indeed, it is the excluded who can best
appreciate the notion of literacy as freedom .

UNESCO, Statement for the United Nations Literacy Decade, 2003 2012

Literacy development is a communal project, and the teaching of literacy skills is embedded
across the Ontario curriculum. However, it is the English curriculum that is dedicated to
developing the knowledge and skills on which literacy is based that is, knowledge and
skills in the areas of listening and speaking, reading, writing, and viewing and representing.

Language development is central to students intellectual, social, cultural, and emotional
growth and must be seen as a key component of the curriculum. When students learn to
use language, they do more than master the basic skills. They learn to value the power
of language and to use it responsibly. They learn to express feelings and opinions and to
support their opinions with sound arguments and evidence from research. They become
aware of the many purposes for which language is used and the diverse forms it can take
to serve particular purposes and audiences. They learn to use the formal language appro-
priate for debates and essays, the narrative language of stories and novels, the figurative
language of poetry, the technical language of instructions and manuals. They develop
an awareness of how language is used in different formal and informal situations. They
come to understand that language is an important medium for communicating ideas and

INTRODUCTION

information, expressing world views, and realizing and communicating artistic vision.
Students learn that language can be not only used as a tool but also appreciated and enjoyed.

Language is the basis for thinking, communicating, learning, and viewing the world.
Students need language skills in order to comprehend ideas and information, to interact
socially, to inquire into areas of interest and study, and to express themselves clearly and
demonstrate their learning. Learning to communicate with clarity and precision will help
students to thrive in the world beyond school.

Language is a fundamental element of identity and culture. As students read and reflect
on a rich variety of literary, informational, and media texts,

1 they develop a deeper under-

standing of themselves and others and of the world around them. If they see themselves
and others in the texts they study, they will be more engaged in learning and they will
also come to appreciate the nature and value of a diverse, multicultural society. They will
develop the ability to understand and critically interpret a range of texts and to recognize
that a text conveys one particular perspective among many.

Language skills are developed across the curriculum and, cumulatively, through the grades.
Students use and develop important language skills as they read and think about topics,
themes, and issues in various subject areas. Language facility helps students to learn in all
subject areas, and using language for a broad range of purposes increases both their ability
to communicate with precision and their understanding of how language works. Students
develop flexibility and proficiency in their understanding and use of language over time.
As they move through the secondary school program, they are required to use language
with ever-increasing accuracy and fluency in an expanding range of situations. They are
also expected to assume responsibility for their own learning and to apply their language
skills in more challenging and complex ways.

PRINCIPLES UNDERLYING THE ENGLISH CURRICULUM

The English curriculum is based on the belief that language learning is critical to responsible
and productive citizenship, and that all students can become successful language learners.
The curriculum is designed to provide students with the knowledge and skills that they
need to achieve this goal. It aims to help students become successful language learners.

Successful language learners:

understand that language learning is a necessary, life-enhancing, reflective process;

communicate that is, read, listen, view, speak, write, and represent effectively
and with confidence;

make meaningful connections between themselves, what they encounter in texts,
and the world around them;

think critically;

understand that all texts advance a particular point of view that must be recognized,
questioned, assessed, and evaluated;

appreciate the cultural impact and aesthetic power of texts;

use language to interact and connect with individuals and communities, for personal
growth, and for active participation as world citizens.

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1. The word text is used in this document in its broadest sense, as a means of communication that uses words, graphics,
sounds, and/or images to convey information and ideas to an audience.

The English curriculum takes into account that students in Ontario come from a wide
variety of backgrounds and that every student has a unique set of perspectives, strengths,
and needs. Instructional strategies and resources that recognize and reflect the diversity in
the classroom and that suit individual strengths and needs are therefore critical to student
success. Reading activities should expose students to materials that reflect the diversity of
Canadian and world cultures, including those of Aboriginal peoples. Students also need
to become familiar with the works of recognized writers from their own and earlier eras.
By reading a wide range of materials and being challenged by what they read, students
become receptive to new and widely varying ideas and perspectives, and develop their
ability to think independently and critically.

Research has shown that when students are given opportunities to choose what they
read and what they write about, they are more likely to discover and pursue their own
interests. In keeping with this finding, the curriculum requires that students select some
of the texts they read and decide on the topic, purpose, and audience for some of the
works they produce.

Research has also shown that effective readers and writers unconsciously apply a range
of skills and strategies as they read and write. By identifying and explicitly teaching these
skills and strategies, teachers enable all students to become effective communicators. The
English curriculum focuses on comprehension strategies for listening, viewing, and reading;
on the most effective reading and writing processes; on skills and techniques for effective
oral and written communication and for the creation of effective media texts; and on the
language conventions needed for clear and coherent communication. In addition, it empha-
sizes the use of higher-level thinking skills, including critical literacy skills, to enable students
to understand, appreciate, and evaluate what they read and view at a deeper level, and to
help them become reflective, critical, and independent learners.

In implementing this curriculum, teachers will help students to see that language skills are
lifelong learning skills that will enable them to better understand themselves and others,
unlock their potential as human beings, find fulfilling careers, and become responsible
world citizens.

ROLES AND RESPONSIBILITIES IN ENGLISH PROGRAMS
Students

Students have many responsibilities with regard to their learning. Students who make
the effort required to succeed in school and who are able to apply themselves will soon
discover that there is a direct relationship between this effort and their achievement, and
will therefore be more motivated to work. There will be some students, however, who will
find it more difficult to take responsibility for their learning because of special challenges
they face. The attention, patience, and encouragement of teachers can be extremely impor-
tant to these students success. However, taking responsibility for their own progress and
learning is an important part of education for all students, regardless of their circumstances.

Mastering the concepts and skills connected with the language curriculum requires work,
study, and the development of cooperative skills. In addition, students who actively pursue
opportunities outside the classroom will extend and enrich their understanding of the
communication process. Their understanding and skills will grow as they explore their
world and engage in activities, for their own purposes, that involve reading, writing,

5 INTRODUCTION

speaking, listening, viewing, and representing. Students develop their literacy skills when
they seek out recreational reading materials and multimedia works that relate to their
personal interests and to other subject areas, and when they engage in conversation with
parents, peers, and teachers about what they are reading, writing, viewing, representing,
and thinking in their daily lives.

Parents

2 have an important role to play in supporting student learning. Studies show

that students perform better in school if their parents are involved in their education.
By becoming familiar with the curriculum, parents can determine what is being taught in
the courses their daughters and sons are taking and what they are expected to learn. This
awareness will enhance parents ability to discuss their children s work with them, to
communicate with teachers, and to ask relevant questions about their children s progress.
Knowledge of the expectations in the various courses will also help parents to interpret
teachers comments on student progress and to work with teachers to improve their
children s learning.

Effective ways in which parents can support their children s learning include attending
parent-teacher interviews, participating in parent workshops and school council activities
(including becoming a school council member), and encouraging their children to com-
plete their assignments at home.

In addition to supporting regular school activities, parents may wish to encourage their
sons and daughters to take an active interest in using language for meaningful purposes
as a regular part of their activities outside school. They might encourage them to read
every day; take out a library membership; join a book club, a computer club, a camera
club, or a community group; or subscribe to an age-appropriate magazine. They might
also initiate conversations at home about what their daughters and sons are reading.

Teachers

Teachers and students have complementary responsibilities. Teachers develop appropri-
ate instructional strategies to help students achieve the curriculum expectations, as well
as appropriate methods for assessing and evaluating student learning. Teachers bring
enthusiasm and varied teaching and assessment approaches to the classroom, addressing
different student needs and ensuring sound learning opportunities for every student.

Using a variety of instructional, assessment, and evaluation strategies, teachers provide
numerous opportunities for students to develop the literacy and language skills that will
allow them to participate more effectively in their communities as responsible and active
citizens. The study of literature and the media provides students with an awareness and
appreciation of the culture that surrounds, challenges, and nourishes them.

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2. The word

parents

is used in this document to refer to parent(s) and guardian(s).

OVERVIEW OF THE PROGRAM

The English program in Grades 9 to 12 includes compulsory courses
and optional courses
.

The compulsory courses emphasize strong core competencies in listening, speaking, reading,
writing, viewing, and representing. As part of their program in Grades 9 and 10, students
must take one compulsory course in English in each grade. These courses are offered in
two types, academic and applied.

One optional course is offered in the Grade 9 10 curriculum Literacy Skills: Reading and
Writing, Grade 10. This course offers students an opportunity to enhance their literacy skills.
It may be taken to fulfil an optional credit requirement or the Group 1 additional compul-
sory credit requirement for the Ontario Secondary School Diploma (OSSD). It may also be
used, at the principal s discretion, as a substitution for one of the compulsory credits required
in English. The Literacy Skills course is an open course.

Students choose between course types on the basis of their interests, achievement, and
postsecondary goals. The course types offered in Grades 9 and 10 are defined as follows:

Academic courses

develop students knowledge and skills through the study of theory and

abstract problems. These courses focus on the essential concepts of a subject and explore
related concepts as well. They incorporate practical applications as appropriate.

Applied courses

focus on the essential concepts of a subject, and develop students knowledge

and skills through practical applications and concrete examples. Familiar situations are
used to illustrate ideas, and students are given more opportunities to experience hands-on
applications of the concepts and theories they study.

Open courses

are designed to prepare students for further study in the subject, and to

enrich their education generally. These courses comprise a set of expectations that are
appropriate for all students.

School boards may offer a locally developed compulsory credit (LDCC) course in English
in each of Grades 9 and 10, which may be used to meet the compulsory credit requirement
in English for these grades.

4 The Grade 9 and 10 LDCC courses prepare students for suc-

cess in the Grade 11 English workplace preparation course.

THE PROGRAM

IN ENGLISH

3. If the principal deems that the academic and applied courses in either Grade 9 or Grade 10 are sufficiently different,
a student may take both courses and, on successful completion, earn a credit for each.
4. If a student successfully completes both an LDCC course in Grade 9 or Grade 10 English and a curriculum course in English
in the same grade, the principal may grant a credit for each course, bearing in mind that only one compulsory English credit is
required in each grade. (The second credit can be used to meet an optional credit requirement or the Group 1 additional com-
pulsory credit requirement.)

English
ENG1D

Grade 9

Academic

English

ENG4U

Grade 12

University

English
ENG2D

Grade 10

Academic

English*

ENG3U

Grade 11

University

English

ENG1P

Grade 9
Applied

English

ENG4C

Grade 12

College

English

ENG2P

Grade 10

Applied

English*

ENG3C

Grade 11

College

English

ENG1L

Grade 9

LDCC

English

ENG4E

Grade 12

Workplace

English

ENG2L

Grade 10

LDCC

English*

ENG3E

Grade 11

Workplace

Compulsory Courses

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10 Prerequisite Charts for English, Grades 9 12

These charts map out all the courses in the discipline and show the links between courses and the possi-
ble prerequisites for them. They do not attempt to depict all possible movements from course to course.

Courses in English, Grades 9 and 10

Grade

Course Name

Course Type

Course Code

Credit

Prerequisite

Compulsory Courses

English

Academic

ENG1D

None

English

Applied

ENG1P

None

English

Academic

ENG2D

Grade 9 English, Academic or Applied

English

Applied

ENG2P

Grade 9 English, Academic or Applied

Optional Courses

Literacy Skills:
Reading and
Writing

Open

ELS2O

Grade 9 English, Academic, Applied,
or LDCC

Credit earned for the Grade 11 Native studies course English: Contemporary Aboriginal Voices (University, College, or
Workplace Preparation) may be used to meet the Grade 11 compulsory credit requirement in English.

Notes:
Dashed lines represent courses that are not outlined in this curriculum.
LDCC locally developed compulsory credit course

Literacy Skills:

Reading and Writing

ELS2O

Grade 10

Open

English
ENG2D

Grade 10

Academic

English

ENG3C

Grade 11

College

English

ENG3E

Grade 11

Workplace

Media Studies

EMS3O

Grade 11

Open

Studies in Literature

ETS4U

Grade 12

University

The Writer s Craft

EWC4U

Grade 12

University

Studies in Literature

ETS4C

Grade 12

College

The Writer s Craft

EWC4C

Grade 12

College

Presentation and

Speaking Skills

EPS3O

Grade 11

Open

Ontario

Secondary School

Literacy Course

OLC4O

Grade 11/12

Open

English

ENG3U

Grade 11

University

Canadian Literature

ETC3M

Grade 11

University/College

Business and

Technological

Communication

EBT4O

Grade 12

Open

English

ENG2P

Grade 10

Applied

English

ENG2L

Grade 10

LDCC

Optional Courses

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Notes:
Dotted lines represent compulsory courses. Dashed lines represent courses that are not outlined in this document.
LDCC locally developed compulsory credit course

Half-Credit Courses

The courses outlined in the Grade 9 12 English curriculum documents are designed
as full-credit courses. However
, with the exception of Grade 12 university preparation and
university/college preparation courses
, they may also be delivered as half-credit courses.

Half-credit courses, which require a minimum of fifty-five hours of scheduled instruction-
al time, must adhere to the following conditions:

The two half-credit courses created from a full course must together contain all of the
expectations of the full course. The expectations for each half-credit course must be
drawn from all strands of the full course and must be divided in a manner that best
enables students to achieve the required knowledge and skills in the allotted time.

A course that is a prerequisite for another course in the secondary curriculum may
be offered as two half-credit courses, but students must successfully complete both
parts of the course to fulfil the prerequisite. (Students are not required to complete
both parts unless the course is a prerequisite for another course they wish to take.)

The title of each half-credit course must include the designation

Part 1

or Part 2
. A
half credit (0.5) will be recorded in the credit-value column of both the report card
and the Ontario Student Transcript.

Boards will ensure that all half-credit courses comply with the conditions described
above, and will report all half-credit courses to the ministry annually in the School
October Report.

CURRICULUM EXPECTATIONS

The expectations identified for each course describe the knowledge and skills that stu-
dents are expected to develop and demonstrate in their class work, on tests, and in vari-
ous other activities on which their achievement is assessed and evaluated.

Two sets of expectations are listed for each strand (or broad curriculum area) of every
course overall expectations and specific expectations. The

overall expectations

describe in
general terms the knowledge and skills that students are expected to demonstrate by the
end of each course. The specific expectations
describe the expected knowledge and skills in
greater detail. The specific expectations are grouped under numbered headings, or sub-
organizers , each of which indicates the overall expectation to which the group of specific
expectations corresponds. Each expectation in a group is identified by an expectation
tag (a subheading) that describes the particular aspect of the overall expectation to
which the specific expectation refers (see the illustration on page 13).

Taken together, the overall and specific expectations represent the mandated curriculum.

In the core English curriculum (the compulsory courses offered in every grade), the

over-
all expectations

outline standard sets of knowledge and skills required for effective listen-
ing and speaking, reading, writing, and viewing and representing. They encompass the
types of understanding, skills, approaches, and processes that are applied by effective
communicators of all ages and levels of development, and are therefore described in con-
stant terms from grade to grade. The English curriculum focuses on developing the depth

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and level of sophistication of students knowledge and skills associated with each of these
key overall expectations by increasing the complexity of the texts they work with and the
tasks they perform over time.

The

specific expectations

reflect this progression in knowledge and skills from grade to
grade, and also indicate differences between course types, through a combination of the
following: (1) the wording of the expectation itself, (2) the examples that are given in
parentheses in the expectation, and/or (3) the teacher prompts that may follow the expec-
tation. The examples and teacher prompts help to clarify the requirements specified in the
expectations and suggest the intended depth and level of complexity of the expectations.
They have been developed to model appropriate practice for the particular grade and
course type and are meant to serve as illustrations for teachers. Teachers can choose to
use the examples and teacher prompts that are appropriate for their classrooms, or they
may develop their own approaches that reflect a similar level of complexity. Whatever the
specific ways in which the requirements outlined in the expectations are implemented in
the classroom, they must, wherever possible, be inclusive and reflect the diversity of the
student population and the population of the province.

STRANDS IN THE ENGLISH CURRICULUM
Compulsory Courses

The expectations in the compulsory courses of the English curriculum are organized in
four strands, or broad areas of learning: Oral Communication, Reading and Literature
Studies, Writing, and Media Studies. The program in all grades is designed to develop a
range of essential skills in these four interrelated areas, built on a solid foundation of
knowledge of the conventions of standard English and incorporating the use of analytical,
critical, and metacognitive thinking skills. Students learn best when they are encouraged
to consciously monitor their thinking as they learn, and each strand includes expectations
that call for such reflection. The knowledge and skills described in the expectations in the
four strands of the language curriculum will enable students to understand, respond to,
create, and appreciate a full range of literary, informational, and media texts.

The areas of learning are closely interrelated, and the knowledge and skills described in
the four strands are interdependent and complementary. Teachers plan activities that
blend expectations from the four strands in order to provide students with the kinds of
experiences that promote meaningful learning and that help them recognize how literacy
skills in the four areas reinforce and strengthen one another.

Oral Communication

Oral language is a fundamental means of communication with others and the cornerstone
of learning in all areas. Through talk, students not only communicate information but
also explore and come to understand ideas and concepts; identify and solve problems;
organize their experience and knowledge; and express and clarify their thoughts, feelings,
and opinions. When they converse about information and ideas, they become aware not
only of the various perspectives of other speakers and writers but also of the language
structures and conventions they use. As students work towards achieving the expecta-
tions for this strand, they will improve their ability to explore and communicate ideas in
both classroom and formal speaking situations.

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To develop their oral communication skills, students need numerous opportunities to listen
and to talk about a range of subjects, including personal interests, cultural knowledge,
school work, and current affairs. The language program should provide opportunities
for students to engage in various thought-provoking oral activities in connection with
expectations in all the strands for example, brainstorming to identify what they know
about the topic of a new text they are about to read, discussing strategies for solving a
problem in a writing assignment, presenting and defending ideas or debating issues, and
offering informal critiques of work produced by their peers.

Listening and speaking are essential skills for social interaction at home, at school, and
in the community. In order for all students to benefit from the opportunities provided in the
classroom for listening and speaking, differences in the norms and conventions associated
with oral communication in different cultures must be taken into account. In addition,
for some students, the notion that learning involves talk is unfamiliar, and talk that sup-
ports learning must be explicitly taught and modelled. All students can benefit from oppor-
tunities to improve their listening and response skills and to refine their ideas and their
ability to express them. The Oral Communication strand focuses on the identification and
development of the skills and strategies effective listeners and speakers use to understand
and interact with others. It also emphasizes the use of higher-order thinking skills to
stimulate students interest and engage them in their own learning.

Reading and Literature Studies

Although many students entering the Grade 9 English program are fluent, independent
readers, some may need additional support to develop their reading skills and to monitor
their own progress. In addition, all students need instruction to cope with the more chal-
lenging reading demands of the secondary school curriculum, which requires students to
consider increasingly abstract concepts and to use language structures that are more com-
plex and vocabulary that is more specialized than in earlier grades. The English program
will help students learn to read efficiently and to absorb information quickly.

The English curriculum focuses on developing the knowledge and skills that will enable
students to become effective readers. An effective reader is one who not only grasps the
ideas communicated in a text but is able to apply them in new contexts. To do this, the
reader must be able to think clearly, creatively, and critically about the ideas and informa-
tion encountered in texts in order to understand, analyse, and absorb them and to recog-
nize their relevance in other contexts. Students can develop the skills necessary to become
effective readers by applying a range of comprehension strategies as they read and by
reading a wide variety of texts. It is also important that they read a range of materials that
illustrate the many uses of writing. By reading widely, students will develop a richer
vocabulary and become more attuned to the conventions of written language. Reading
various kinds of texts in all areas of the curriculum will also help students to discover
what interests them most and to pursue and develop their interests and abilities.

Reading is a complex process that involves the application of various strategies before,
during, and after reading. For example, before reading, students might prepare by identi-
fying the purpose of the reading activity and by activating their prior knowledge about
the topic of the text. Teachers help build the necessary background knowledge for stu-
dents whose life experiences may not have provided them with the information they
need to understand the text. During reading, students may use cueing systems that is,

15 THE PROGR

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clues from context or from their understanding of language structures and/or letter-sound
relationships to help them solve unfamiliar words, and comprehension strategies to help
them make meaning of the text. Comprehension strategies include predicting, visualizing,
questioning, drawing inferences, identifying main ideas, summarizing, and monitoring
and revising comprehension. After reading, students may analyse, synthesize, make con-
nections, evaluate, and use other critical and creative thinking skills to achieve a deeper
understanding of the material they have read. It is important to note that although the
specific expectations for each grade may focus on particular strategies that emphasize
grade-appropriate skills, they do not impose a restriction on the range of strategies students
will apply in that grade. Teachers must use their professional judgement in deciding which
comprehension strategies to model and teach, based on the identified learning needs of
the students in their classrooms and on the nature of the particular texts students are reading.

Fluent, independent readers read frequently for a variety of different purposes to locate
information, to satisfy curiosity, for enjoyment, to build vocabulary, for research, and for
various more specifically defined purposes. The purpose for reading will be determined
by the teacher in some cases and by the student in others. The reading program should
include a wide variety of literary, informational, and graphic texts that engage students
interest and imagination for example, novels; poetry; myths, fables, and folk tales; short
stories; textbooks and books on topics in science, history, mathematics, geography, and
other subjects; biographies, autobiographies, memoirs, and journals; plays and radio, film,
or television scripts; encyclopaedia entries; graphs, charts, and diagrams in textbooks or
magazine articles; instructions and manuals; graphic novels, comic books, and cartoons;
newspaper articles and editorials; databases and websites; and essays and reports.
Teachers routinely provide materials that reflect the diversity of Canadian and world
cultures, including the cultures of Aboriginal peoples. Within each course and from one
grade to another, students should be assigned texts of increasing complexity as they
develop their reading skills, and should also have many opportunities to select their
own reading materials. Frequent exposure to good writing will inspire students to work
towards high standards in their own writing and will help them develop an appreciation
for the power and beauty of the written word.

The study of literature is central in the secondary English curriculum; it offers students
opportunities to expand their intellectual horizons and to extend and strengthen their lit-
eracy skills. As a creative representation of life and experience, literature raises important
questions about the human condition, now and in the past. As students increase their
knowledge of accomplished writers and literary works, and vicariously experience times,
events, cultures, and values different from their own, they deepen their understanding of
the many dimensions of human thought and human experience.

All students, regardless of their postsecondary plans, need to read a balance of exemplary
literary, informational, and graphic texts that nourish the imagination, promote intellectu-
al growth, contribute to a sense of aesthetic appreciation, and provide a broad range of
language models for their own writing. They should be exposed to literary works drawn
from many genres, historical periods, and cultures, by both female and male writers, that
represent a wide range of perspectives and reflect the diversity of Canada and the world.

This strand helps students learn to read with understanding, to read critically, to become
familiar with various text forms and their characteristic elements, and to recognize the
function and effects of various text features and stylistic devices. It helps students

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understand that reading is a process of constructing meaning and equips them with the
strategies that good readers use to understand and appreciate what they read.

Writing

Writing provides students with powerful opportunities to learn about themselves and
their connections to the world. Through writing, students organize their thoughts, remember
important information, solve problems, reflect on a widening range of perspectives, and
learn how to communicate effectively for specific purposes and audiences. They find
their voice and have opportunities to explore other voices. By putting their thoughts
into words and supporting the words with visual images in a range of media, students
acquire knowledge and deepen their understanding of the content in all school subjects.

Ministry of Education, Literacy for Learning, 2004, p. 79

A central goal of the Writing strand is to promote students growth as confident writers and
researchers who can communicate competently using a range of forms and styles to suit
specific purposes and audiences and correctly applying the conventions of language
grammar, usage, spelling, and punctuation. These conventions are best learned in the
context of meaningful and creative writing activities that allow students to develop the
ability to think and write clearly and effectively.

Writing, from initial musings to final publication, is a complex process that involves a
range of complementary thinking and composing skills, as well as other language
processes, including reading, speaking, and listening. As writers compose, they consider
their audience; make decisions about form, style, and organization; and apply their
knowledge of language use. To develop these competencies, students need a supportive
classroom environment, with opportunities to extend and refine their skills in using the
writing process and doing research. At the secondary level, teachers continue to teach
and model effective strategies and skills, as well as provide appropriate scaffolding for
students who are building skills and working towards independence. Students need
opportunities to apply these skills and to write daily, in many forms and genres, for a
variety of purposes and audiences, and within different time constraints. The forms and
genres explored may include essays, reports, short stories, poetry, scripts, journals, letters,
biographies, children s stories, articles, reviews, pr cis, explanations, instructions, notes,
procedures, r sum s, and advertisements. Because postsecondary institutions and
employers require clear, well-organized writing, on demand and within strict timelines,
students also need to learn and practise strategies for writing effectively and correctly in
the context of in-class writing assignments and test situations.

Students benefit from opportunities to produce writing that is interesting and original and
that reflects their capacity for independent critical thought. Writing activities that students
find meaningful and that challenge them to think creatively about topics and concerns that
interest them will lead to a fuller and more lasting command of the essential skills of writing.

The overall expectations in this strand focus on the elements of effective writing
(ideas/content, organization, voice, word choice, sentence fluency, language conventions,
and presentation) and on the stages of the recursive writing process (planning for writing,
drafting, revising, editing and proofreading, and publishing). In the specific expectations,
the examples and teacher prompts refer to writing forms and language conventions that
are appropriate for instruction in the given course. The forms and conventions noted are
not, however, the only ones that may be taught in the course, nor are they exclusive to the

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course. Teachers will continue to make professional decisions about which writing forms
and language conventions they will cover in every course, based on the identified learning
needs of the students in their classrooms.

Media Studies

Media Studies focuses on the art, meaning, and messaging of various forms of media texts.
Media texts can be understood to include any work, object, or event that communicates
meaning to an audience. Most media texts use words, graphics, sounds, and/or images, in
print, oral, visual, or electronic form, to communicate information and ideas to their audi-
ence. Whereas traditional English language study may be seen to focus primarily on the
understanding of the word, media studies focuses on the construction of meaning through
the combination of several media languages images, sounds, graphics, and words.

Media Studies explores the impact and influence of mass media and popular culture by
examining texts such as films, songs, video games, action figures, advertisements, CD
covers, clothing, billboards, television shows, magazines, newspapers, photographs, and
websites.

5 These texts abound in our electronic information age, and the messages they

convey, both overt and implied, can have a significant influence on students lives. For
this reason, critical thinking as it applies to media products and messages assumes a
special significance. Understanding how media texts are constructed and why they are
produced enables students to respond to them intelligently and responsibly. Students
must be able to differentiate between fact and opinion; evaluate the credibility of sources;
recognize bias; be attuned to discriminatory portrayals of individuals and groups, such as
religious or sexual minorities, people with disabilities, or seniors; and question depictions
of violence and crime.

Students repertoire of communication skills should include the ability to critically inter-
pret the messages they receive through the various media and to use these media to com-
municate their own ideas effectively as well. Skills related to high-tech media such as the
Internet, film, and television are particularly important because of the power and perva-
sive influence these media wield in our lives and in society. Becoming conversant with
these and other media can greatly expand the range of information sources available to
students, and enhance potential career opportunities in the communication and entertain-
ment industries.

To develop their media literacy skills, students should have opportunities to view,
analyse, and discuss a wide variety of media texts and relate them to their own experi-
ence. They should also have opportunities to use available technologies to create media
texts of different types (e.g., computer graphics, cartoons, graphic designs and layouts,
radio plays, short videos, web pages).

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5. Teachers should make students aware that images, print materials, music, or video clips used in connection with
tasks and assignments may be subject to copyright, and the appropriate releases should be obtained prior to use. This
applies to items downloaded from the Internet as well.

This strand focuses on helping students develop the skills required to understand, create,
and critically interpret media texts. It examines how images (both moving and still),
sound, and words are used, independently and in combination, to create meaning. It
explores the use and significance of particular conventions and techniques in the media
and considers the roles of the viewer and the producer in constructing meaning in media
texts. Students apply the knowledge and skills gained through analysis of media texts as
they create their own texts.

In the specific expectations in this strand, the examples and teacher prompts refer to
media forms and conventions that are appropriate for instruction in the given course.
These are not, however, the only forms and conventions that students may explore in the
course, nor are they exclusive to the course. Teachers will continue to use their profes-
sional judgement to decide on the forms and conventions students will study in every
course, based on the identified learning needs of the students in their classrooms.

Optional Courses

The expectations in the optional courses in the English program are clustered in strands
suited to the particular theme or focus of the course.

The Grade 10 optional course, Literacy Skills: Reading and Writing, contains two strands:
Reading Skills and Writing Skills.

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BASIC CONSIDERATIONS

The primary purpose of assessment and evaluation is to improve student learning. Information
gathered through assessment helps teachers to determine students strengths and weaknesses
in their achievement of the curriculum expectations in each course. This information also
serves to guide teachers in adapting curriculum and instructional approaches to students
needs and in assessing the overall effectiveness of programs and classroom practices.

Assessment is the process of gathering information from a variety of sources (including
assignments, demonstrations, projects, performances, and tests) that accurately reflects
how well a student is achieving the curriculum expectations in a course. As part of
assessment, teachers provide students with descriptive feedback that guides their efforts
towards improvement. Evaluation refers to the process of judging the quality of student
work on the basis of established criteria, and assigning a value to represent that quality.

Assessment and evaluation will be based on the provincial curriculum expectations and
the achievement levels outlined in this document.

In order to ensure that assessment and evaluation are valid and reliable, and that they
lead to the improvement of student learning, teachers must use assessment and evalua-
tion strategies that:

address both what students learn and how well they learn;

are based both on the categories of knowledge and skills and on the achievement
level descriptions given in the achievement chart on pages 24 25;

are varied in nature, administered over a period of time, and designed to provide
opportunities for students to demonstrate the full range of their learning;

are appropriate for the learning activities used, the purposes of instruction, and the
needs and experiences of the students;

ASSESSMENT

AND EVALUATION

OF STUDENT

ACHIEVEMENT

are fair to all students;

accommodate the needs of students with special education needs, consistent with
the strategies outlined in their Individual Education Plan;

accommodate the needs of students who are learning the language of instruction
(English or French);

ensure that each student is given clear directions for improvement;

promote students ability to assess their own learning and to set specific goals;

include the use of samples of students work that provide evidence of
their achievement;

are communicated clearly to students and parents at the beginning of the course or
the school term and at other appropriate points throughout the school year.

All curriculum expectations must be accounted for in instruction, but evaluation focuses
on students achievement of the overall expectations. A student s achievement of the
overall expectations is evaluated on the basis of his or her achievement of related specific
expectations. The overall expectations are broad in nature, and the specific expectations
define the particular content or scope of the knowledge and skills referred to in the over-
all expectations. Teachers will use their professional judgement to determine which spe-
cific expectations should be used to evaluate achievement of the overall expectations, and
which ones will be covered in instruction and assessment (e.g., through direct observa-
tion) but not necessarily evaluated.

The characteristics given in the achievement chart (pages 24 25) for level 3 represent the
provincial standard for achievement of the expectations in a course. A complete picture
of overall achievement at level 3 in a course in English can be constructed by reading
from top to bottom in the shaded column of the achievement chart, headed 70 79%
(Level 3) . Parents of students achieving at level 3 can be confident that their children will
be prepared for work in subsequent courses.

Level 1 identifies achievement that falls much below the provincial standard, while still
reflecting a passing grade. Level 2 identifies achievement that approaches the standard.
Level 4 identifies achievement that surpasses the standard. It should be noted that
achievement at level 4 does not mean that the student has achieved expectations beyond
those specified for a particular course. It indicates that the student has achieved all or
almost all of the expectations for that course, and that he or she demonstrates the ability
to use the specified knowledge and skills in more sophisticated ways than a student
achieving at level 3.

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THE ACHIEVEMENT CHART FOR ENGLISH

The achievement chart that follows identifies four categories of knowledge and skills in
English. The achievement chart is a standard province-wide guide to be used by teachers.
It enables teachers to make judgements about student work that are based on clear per-
formance standards and on a body of evidence collected over time.

The purpose of the achievement chart is to:

provide a common framework that encompasses all curriculum expectations for
all courses outlined in this document;

guide the development of quality assessment tasks and tools (including rubrics);

help teachers to plan instruction for learning;

assist teachers in providing meaningful feedback to students;

provide various categories and criteria with which to assess and evaluate
students learning.

Categories of Knowledge and Skills

The categories, defined by clear criteria, represent four broad areas of knowledge and
skills within which the subject expectations for any given course are organized. The four
categories should be considered as interrelated, reflecting the wholeness and intercon-
nectedness of learning.

The categories of knowledge and skills are described as follows:

Knowledge and Understanding.

Subject-specific content acquired in each course (knowl-

edge), and the comprehension of its meaning and significance (understanding).

Thinking.

The use of critical and creative thinking skills and/or processes, as follows:

planning skills (e.g., generating ideas, gathering information, focusing research,
organizing information)

processing skills (e.g., drawing inferences, interpreting, analysing, synthesizing,
evaluating)

critical/creative thinking processes (e.g., oral discourse, research, critical analysis,
critical literacy, metacognition, creative process)

Communication.

The conveying of meaning through various text forms.

Application.

The use of knowledge and skills to make connections within and between

various contexts.

Teachers will ensure that student work is assessed and/or evaluated in a balanced man-
ner with respect to the four categories, and that achievement of particular expectations is
considered within the appropriate categories.

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22 Criteria

Within each category in the achievement chart, criteria are provided that are subsets of
the knowledge and skills that define each category. For example, in Knowledge and
Understanding, the criteria are knowledge of content (e.g., forms of text; strategies used
when listening and speaking, reading, writing, and viewing and representing; elements of
style; literary terminology, concepts, and theories; language conventions) and under-
standing of content (e.g., concepts; ideas; opinions; relationships among facts, ideas, con-
cepts, themes) . The criteria identify the aspects of student performance that are assessed
and/or evaluated, and serve as guides to what to look for.

Descriptors

A descriptor indicates the characteristic of the student s performance, with respect to
a particular criterion, on which assessment or evaluation is focused. In the achievement
chart, effectiveness
is the descriptor used for each criterion in the Thinking, Communication,
and Application categories. What constitutes effectiveness in any given performance task
will vary with the particular criterion being considered. Assessment of effectiveness may
therefore focus on a quality such as appropriateness, clarity, accuracy, precision, logic,
relevance, significance, fluency, flexibility, depth, or breadth, as appropriate for the particu-
lar criterion. For example, in the Thinking category, assessment of effectiveness might
focus on the degree of relevance or depth apparent in an analysis; in the Communication
category, on clarity of expression or logical organization of information and ideas; or in
the Application category, on appropriateness or breadth in the making of connections.
Similarly, in the Knowledge and Understanding category, assessment of knowledge might
focus on accuracy, and assessment of understanding might focus on the depth of an
explanation. Descriptors help teachers to focus their assessment and evaluation on specific
knowledge and skills for each category and criterion, and help students to better under-
stand exactly what is being assessed and evaluated.

Qualifiers

A specific qualifier is used to define each of the four levels of achievement that is,
limited
for level 1, some
for level 2, considerable
for level 3, and a high degree
or thorough
for
level 4. A qualifier is used along with a descriptor to produce a description of perform-
ance at a particular level. For example, the description of a student s performance at
level 3 with respect to the first criterion in the Thinking category would be: the student
uses planning skills with considerable
effectiveness .

The descriptions of the levels of achievement given in the chart should be used to identify
the level at which the student has achieved the expectations. In all of their courses, stu-
dents should be given numerous and varied opportunities to demonstrate the full extent
of their achievement of the curriculum expectations across all four categories of knowl-
edge and skills.

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24 Knowledge and Understanding

Subject-specific content acquired in each course (knowledge), and

the comprehension of its meaning and significance (understanding)

The student:

Knowledge of content

(e.g., forms of text; strategies
used when listening and
speaking, reading, writing,
and viewing and representing;
elements of style; literary
terminology, concepts,
and theories; language
conventions)

demonstrates
limited knowl-
edge of content

demonstrates
some knowledge
of content

demonstrates
considerable
knowledge of
content

demonstrates
thorough knowl-
edge of content

Understanding of content

(e.g.,concepts; ideas; opinions;
relationships among facts,
ideas,concepts,themes)

demonstrates
limited under-
standing of
content

demonstrates
some under-
standing of
content

demonstrates
considerable
understanding
of content

demonstrates
thorough under-
standing of
content

Thinking

The use of critical and creative thinking skills and/or processes

The student:

Use of planning skills

(e.g., generating ideas,

gathering information,

focusing research,
organizing information)

uses planning
skills with limited
effectiveness

uses planning
skills with some
effectiveness

uses planning
skills with
considerable
effectiveness

uses planning
skills with a
high degree of
effectiveness

Use of processing skills

(e.g., drawing inferences,
interpreting, analysing,
synthesizing, evaluating)

uses processing
skills with limited
effectiveness

uses processing
skills with some
effectiveness

uses processing
skills with
considerable
effectiveness

uses processing
skills with a
high degree of
effectiveness

Use of critical/creative
thinking processes

(e.g., oral discourse,
research, critical analysis,
critical literacy,metacognition,
creative process)

uses critical/
creative thinking
processes
with limited
effectiveness

uses critical/
creative thinking
processes
with some
effectiveness

uses critical/
creative thinking
processes with
considerable
effectiveness

uses critical/
creative thinking
processes with a
high degree of
effectiveness

50 59%

(Level 1)

60 69%

(Level 2)

70 79%

(Level 3)

80 100%

(Level 4)

ACHIEVEMENT CHART: ENGLISH, GRADES 9 12

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Communication

The conveying of meaning through various forms

The student:

Expression and
organization of ideas
and information

(e.g., clear
expression, logical organi-
zation)

in oral, graphic, and
written forms, including
media forms

expresses and
organizes ideas
and information
with limited
effectiveness

expresses and
organizes ideas
and information
with some
effectiveness

expresses and
organizes ideas
and information
with considerable
effectiveness

expresses and
organizes ideas
and information
with a high
degree of
effectiveness

Communication for
different audiences
and purposes

(e.g., use
of appropriate style, voice,
point of view)

in oral,
graphic, and written forms,
including media forms

communicates for
different audiences
and purposes
with limited
effectiveness

communicates for
different audiences
and purposes
with some
effectiveness

communicates for
different audiences
and purposes
with considerable
effectiveness

communicates for
different audiences
and purposes
with a high
degree of
effectiveness

Use of conventions

(e.g.,
grammar, spelling, punctu-
ation, usage)

, vocabulary,
and terminology of the
discipline in oral, graphic,
and written forms,
including media forms

uses conventions,
vocabulary, and
terminology of
the discipline
with limited
effectiveness

uses conventions,
vocabulary, and
terminology of
the discipline
with some
effectiveness

uses conventions,
vocabulary, and
terminology of
the discipline
with considerable
effectiveness

uses conventions,
vocabulary, and
terminology of
the discipline with
a high degree of
effectiveness

Application

The use of knowledge and skills to make connections within and between various contexts

The student:

Application of knowledge
and skills

(e.g.,literacy
strategies and processes;
literary terminology, con-
cepts, and theories)

in
familiar contexts

applies knowledge
and skills in familiar
contexts with lim-
ited effectiveness

applies knowledge
and skills in familiar
contexts with some
effectiveness

applies knowledge
and skills in familiar
contexts with
considerable
effectiveness

applies knowledge
and skills in familiar
contexts with a
high degree of
effectiveness

Transfer of knowledge
and skills

(e.g., literacy
strategies and processes;
literary terminology, con-
cepts, and theories)

to
new contexts

transfers knowl-
edge and skills
to new contexts
with limited
effectiveness

transfers knowl-
edge and skills
to new contexts
with some
effectiveness

transfers knowl-
edge and skills
to new contexts
with considerable
effectiveness

transfers knowl-
edge and skills
to new contexts
with a high degree
of effectiveness

Making connections
within and between vari-
ous contexts

(e.g., between
the text and personal
knowledge and experience,
other texts, and the world
outside school)

makes connections
within and between
various contexts
with limited
effectiveness

makes connections
within and between
various contexts
with some
effectiveness

makes connections
within and between
various contexts
with considerable
effectiveness

makes connections
within and between
various contexts
with a high degree
of effectiveness

50 59%

(Level 1)

60 69%

(Level 2)

70 79%

(Level 3)

80 100%

(Level 4)

Note:

A student whose achievement is below 50% at the end of a course will not obtain a credit for the course.

EVALUATION AND REPORTING OF STUDENT ACHIEVEMENT

Student achievement must be communicated formally to students and parents by means
of the Provincial Report Card, Grades 9 12. The report card provides a record of the stu-
dent s achievement of the curriculum expectations in every course, at particular points in
the school year or semester, in the form of a percentage grade. The percentage grade rep-
resents the quality of the student s overall achievement of the expectations for the course
and reflects the corresponding level of achievement as described in the achievement chart
for the discipline.

A final grade is recorded for every course, and a credit is granted and recorded for every
course in which the student s grade is 50% or higher. The final grade for each course in
Grades 9 to 12 will be determined as follows:

Seventy per cent of the grade will be based on evaluations conducted throughout
the course. This portion of the grade should reflect the student s most consistent
level of achievement throughout the course, although special consideration should
be given to more recent evidence of achievement.

Thirty per cent of the grade will be based on a final evaluation in the form of an
examination, performance, essay, and/or other method of evaluation suitable to
the course content and administered towards the end of the course.

REPORTING ON DEMONSTRATED LEARNING SKILLS

The report card provides a record of the learning skills demonstrated by the student in
every course, in the following five categories: Works Independently, Teamwork, Organization,
Work Habits, and Initiative. The learning skills are evaluated using a four-point scale
(E-Excellent, G-Good, S-Satisfactory, N-Needs Improvement). The separate evaluation
and reporting of the learning skills in these five areas reflect their critical role in students
achievement of the curriculum expectations. To the extent possible, the evaluation of
learning skills, apart from any that may be included as part of a curriculum expectation
in a course, should not be considered in the determination of percentage grades.

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The Ministry of Education has produced or supported the production of a variety of
resource documents that teachers may find helpful as they plan programs based on the
expectations outlined in this curriculum document. Those resources include the following:

Think Literacy Success, Grades 7 12: Report of the Expert Panel on Students at Risk in Ontario, 2003

Think Literacy: Cross-Curricular Approaches, Grades 7 12 Reading, Writing, Communicating, 2003

Think Literacy: Cross-Curricular Approaches, Grades 7 12 Subject-Specific Examples: Media,
Grades 7 10, 2005

Me Read? No Way! A Practical Guide to Improving Boys Literacy Skills, 2004

Many Roots, Many Voices: Supporting English Language Learners in Every Classroom, 2005

These resources are available on the Ministry of Education website, at
www.edu.gov.on.ca.

INSTRUCTIONAL APPROACHES

The English curriculum is based on the premise that all students can be successful language
learners
. One of the keys to student success in mastering language skills is high-quality
instruction.

Teachers who provide quality instruction respect students strengths and address their
learning needs, using assessment information to plan instruction. They clarify the purpose
for learning, help students activate prior knowledge, and differentiate instruction for
individual students and small groups according to need. Teachers explicitly teach and
model learning strategies and encourage students to talk through their thinking and
learning processes. They also provide many opportunities for students to practise and
apply their developing knowledge and skills.

SOME

CONSIDERATIONS FOR

PROGRAM PLANNING

Effective teaching approaches involve students in the use of higher-level thinking skills
and encourage them to look beyond the literal meaning of texts and to think about fair-
ness, equity, social justice, and citizenship in a global society.

Motivating students and instilling positive habits of mind, such as a willingness and
determination to persist, to think and communicate with clarity and precision, to take
responsible risks, and to question and pose problems, are also integral to high-quality
language instruction.

Language is best learned through activities that present stimulating ideas, issues, and
themes that are meaningful to students. Since no single instructional approach can meet
all the needs of each learner, teachers select classroom activities that are based on an
assessment of students individual needs, proven learning theory, and best practices. In
effective English programs, teachers introduce a rich variety of activities that integrate
expectations from different strands and provide for the explicit teaching of knowledge
and skills. They also provide frequent opportunities for students to rehearse, practise, and
apply skills and strategies, and to make their own choices.

PLANNING ENGLISH PROGRAMS FOR STUDENTS
WITH SPECIAL EDUCATION NEEDS

Classroom teachers are the key educators of students who have special education needs.
They have a responsibility to help all students learn, and they work collaboratively with
special education teachers, where appropriate, to achieve this goal. Special Education
Transformation: The Report of the Co-Chairs with the Recommendations of the Working Table on
Special Education, 2006
endorses a set of beliefs that should guide program planning for
students with special education needs in all disciplines
. Those beliefs are as follows:

All students can succeed.

Universal design and differentiated instruction are effective and interconnected
means of meeting the learning or productivity needs of any group of students.

Successful instructional practices are founded on evidence-based research,
tempered by experience.

Classroom teachers are key educators for a student s literacy and numeracy
development.

Each student has his or her own unique patterns of learning.

Classroom teachers need the support of the larger community to create a learning
environment that supports students with special education needs.

Fairness is not sameness.

In any given classroom, students may demonstrate a wide range of learning styles and
needs. Teachers plan programs that recognize this diversity and give students performance
tasks that respect their particular abilities so that all students can derive the greatest pos-
sible benefit from the teaching and learning process. The use of flexible groupings for
instruction and the provision of ongoing assessment are important elements of programs
that accommodate a diversity of learning needs.

In planning English courses for students with special education needs, teachers should
begin by examining the current achievement level of the individual student, the strengths

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and learning needs of the student, and the knowledge and skills that all students are
expected to demonstrate at the end of the course, in order to determine which of the fol-
lowing options is appropriate for the student:

no accommodations

6 or modifications; or

accommodations only; or

modified expectations, with the possibility of accommodations; or

alternative expectations, which are not derived from the curriculum expectations
for a course and which constitute alternative programs and/or courses.

If the student requires either accommodations or modified expectations, or both, the rele-
vant information, as described in the following paragraphs, must be recorded in his or
her Individual Education Plan (IEP). More detailed information about planning programs
for students with special education needs, including students who require alternative
programs and/or courses, can be found in

The Individual Education Plan (IEP): A Resource
Guide, 2004

(referred to hereafter as the IEP Resource Guide, 2004
). For a detailed discussion
of the ministry s requirements for IEPs, see Individual Education Plans: Standards for
Development, Program Planning, and Implementation, 2000
(referred to hereafter as IEP
Standards, 2000
). (Both documents are available at www.edu.gov.on.ca.)

Students Requiring Accommodations Only

Some students are able, with certain accommodations, to participate in the regular course
curriculum and to demonstrate learning independently. Accommodations allow access to
the course without any changes to the knowledge and skills the student is expected to
demonstrate. The accommodations required to facilitate the student s learning must be
identified in his or her IEP (see IEP Standards, 2000
, page 11). A student s IEP is likely to
reflect the same accommodations for many, or all, subjects or courses.

Providing accommodations to students with special education needs should be the first
option considered in program planning. Instruction based on principles of universal design
and differentiated instruction focuses on the provision of accommodations to meet the
diverse needs of learners.

There are three types of accommodations:

Instructional accommodations

are changes in teaching strategies, including styles of
presentation, methods of organization, or use of technology and multimedia.

Environmental accommodations

are changes that the student may require in the class-
room and/or school environment, such as preferential seating or special lighting.

Assessment accommodations

are changes in assessment procedures that enable the
student to demonstrate his or her learning, such as allowing additional time to
complete tests or assignments or permitting oral responses to test questions (see
page 29 of the IEP Resource Guide, 2004
, for more examples).

If a student requires accommodations only in English courses, assessment and evaluation
of his or her achievement will be based on the appropriate course curriculum expecta-
tions and the achievement levels outlined in this document. The IEP box on the student s
Provincial Report Card will not be checked, and no information on the provision of
accommodations will be included.

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6. Accommodations refers to individualized teaching and assessment strategies, human supports, and/or
individualized equipment.

Students Requiring Modified Expectations

Some students will require modified expectations, which differ from the regular course
expectations. For most students, modified expectations will be based on the regular
course curriculum, with changes in the number and/or complexity of the expectations.
Modified expectations represent specific, realistic, observable, and measurable achieve-
ments and describe specific knowledge and/or skills that the student can demonstrate
independently, given the appropriate assessment accommodations.

It is important to monitor, and to reflect clearly in the student s IEP, the extent to which
expectations have been modified. As noted in Section 7.12 of the ministry s policy docu-
ment

Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999

, the
principal will determine whether achievement of the modified expectations constitutes
successful completion of the course, and will decide whether the student is eligible to
receive a credit for the course. This decision must be communicated to the parents and
the student.

When a student is expected to achieve most of the curriculum expectations for the course,
the modified expectations should identify

how the required knowledge and skills differ from
those identified in the course expectations

. When modifications are so extensive that achieve-
ment of the learning expectations (knowledge, skills, and performance tasks) is not likely
to result in a credit, the expectations should specify the precise requirements or tasks on which
the student s performance will be evaluated
and which will be used to generate the course
mark recorded on the Provincial Report Card.

Modified expectations indicate the knowledge and/or skills the student is expected to
demonstrate and have assessed

in each reporting period

(IEP Standards, 2000,
pages 10 and 11).
The student s learning expectations must be reviewed in relation to the student s progress
at least once every reporting period, and must be updated as necessary (IEP Standards,
2000
, page 11).

If a student requires modified expectations in English courses, assessment and evaluation
of his or her achievement will be based on the learning expectations identified in the IEP
and on the achievement levels outlined in this document. If some of the student s learn-
ing expectations for a course are modified but the student is working towards a credit for
the course, it is sufficient simply to check the IEP box on the Provincial Report Card. If,
however, the student s learning expectations are modified to such an extent that the prin-
cipal deems that a credit will not be granted for the course, the IEP box must be checked
and the appropriate statement from the

Guide to the Provincial Report Card, Grades 9 12,
1999

(page 8) must be inserted. The teacher s comments should include relevant informa-
tion on the student s demonstrated learning of the modified expectations, as well as next
steps for the student s learning in the course.

PROGRAM CONSIDERATIONS FOR ENGLISH LANGUAGE LEARNERS

Ontario schools have some of the most multilingual student populations in the world. The
first language of approximately 20 per cent of the students in Ontario s English language
schools is a language other than English. Ontario s linguistic heritage includes several
Aboriginal languages; many African, Asian, and European languages; and some varieties
of English, such as Jamaican Creole. Many English language learners were born in
Canada and raised in families and communities in which languages other than English

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were spoken, or in which the variety of English spoken differed significantly from the
English of Ontario classrooms. Other English language learners arrive in Ontario as new-
comers from other countries; they may have experience of highly sophisticated educa-
tional systems, or they may have come from regions where access to formal schooling
was limited.

When they start school in Ontario, many of these students are entering a new linguistic
and cultural environment. All teachers share in the responsibility for their English lan-
guage development.

English language learners (students who are learning English as a second or additional
language in English-language schools) bring a rich diversity of background knowledge
and experience to the classroom. These students linguistic and cultural backgrounds not
only support their learning in their new environment but also become a cultural asset in
the classroom community. Teachers will find positive ways to incorporate this diversity
into their instructional programs and into the classroom environment.

Most English language learners in Ontario schools have an age-appropriate proficiency in
their first language. Although they need frequent opportunities to use English at school,
there are important educational and social benefits associated with continued develop-
ment of their first language while they are learning English. Teachers need to encourage
parents to continue to use their own language at home in rich and varied ways as a foun-
dation for language and literacy development in English. It is also important for teachers
to find opportunities to bring students languages into the classroom, using parents and
community members as a resource.

During their first few years in Ontario schools, English language learners may receive
support through one of two distinct programs from teachers who specialize in meeting
their language-learning needs:

English as a Second Language (ESL)

programs are for students born in Canada or new-

comers whose first language is a language other than English, or is a variety of English
significantly different from that used for instruction in Ontario schools.

English Literacy Development (ELD)

programs are primarily for newcomers whose first

language is a language other than English, or is a variety of English significantly different
from that used for instruction in Ontario schools, and who arrive with significant gaps in
their education. These students generally come from countries where access to education
is limited or where there are limited opportunities to develop language and literacy skills
in any language. Some Aboriginal students from remote communities in Ontario may
also have had limited opportunities for formal schooling, and they also may benefit from
ELD instruction.

In planning programs for students with linguistic backgrounds other than English, teach-
ers need to recognize the importance of the orientation process, understanding that every
learner needs to adjust to the new social environment and language in a unique way and
at an individual pace. For example, students who are in an early stage of English-language
acquisition may go through a silent period during which they closely observe the inter-
actions and physical surroundings of their new learning environment. They may use
body language rather than speech or they may use their first language until they have

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gained enough proficiency in English to feel confident of their interpretations and
responses. Students thrive in a safe, supportive, and welcoming environment that nur-
tures their self-confidence while they are receiving focused literacy instruction. When
they are ready to participate, in paired, small-group, or whole-class activities, some
students will begin by using a single word or phrase to communicate a thought, while
others will speak quite fluently.

With exposure to the English language in a supportive learning environment, most young
children will develop oral fluency quite quickly, making connections between concepts
and skills acquired in their first language and similar concepts and skills presented in
English. However, oral fluency is not a good indicator of a student s knowledge of vocab-
ulary or sentence structure, reading comprehension, or other aspects of language profi-
ciency that play an important role in literacy development and academic success.
Research has shown that it takes five to seven years for most English language learners to
catch up to their English-speaking peers in their ability to use English for academic pur-
poses. Moreover, the older the children are when they arrive, the greater the language
knowledge and skills that they have to catch up on, and the more direct support they
require from their teachers.

Responsibility for students English-language development is shared by the classroom
teacher, the ESL/ELD teacher (where available), and other school staff. Volunteers and
peers may also be helpful in supporting English language learners in the language class-
room. Teachers must adapt the instructional program in order to facilitate the success of
these students in their classrooms. Appropriate adaptations include:

modification of some or all of the subject expectations so that they are challenging
but attainable for the learner at his or her present level of English proficiency, given
the necessary support from the teacher;

use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic
organizers, scaffolding; previewing of textbooks, pre-teaching of key vocabulary;
peer tutoring; strategic use of students first languages);

use of a variety of learning resources (e.g., visual material, simplified text, bilingual
dictionaries, and materials that reflect cultural diversity);

use of assessment accommodations (e.g., granting of extra time; use of oral inter-
views, demonstrations or visual representations, or tasks requiring completion of
graphic organizers or cloze sentences instead of essay questions and other assess-
ment tasks that depend heavily on proficiency in English).

When learning expectations in any course are modified for an English language learner
(whether the student is enrolled in an ESL or ELD course or not), this information must
be clearly indicated on the student s report card.

Although the degree of program adaptation required will decrease over time, students
who are no longer receiving ESL or ELD support may still need some program adapta-
tions to be successful.

For further information on supporting English language learners, refer to

The Ontario
Curriculum, Grades 9 12: English as a Second Language and English Literacy Development,
2007

and the resource guide Many Roots
, Many Voices: Supporting English Language Learners
in Every Classroom
(Ministry of Education, 2005).

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32 ANTIDISCRIMINATION EDUCATION
Overview

The implementation of antidiscrimination principles in education influences all aspects
of school life. It promotes a school climate that encourages all students to work to high
standards, affirms the worth of all students, and helps students strengthen their sense of
identity and develop a positive self-image. It encourages staff and students alike to value
and show respect for diversity in the school and the wider society. It requires schools to
adopt measures to provide a safe environment for learning, free from harassment, violence,
and expressions of hate.

Antidiscrimination education encourages students to think critically about themselves
and others in the world around them in order to promote fairness, healthy relationships,
and active, responsible citizenship.

Schools also have the opportunity to ensure that school-community interaction reflects the
diversity in the local community and wider society. Consideration should be given to a
variety of strategies for communicating and working with parents and community members
from diverse groups, in order to ensure their participation in such school activities as plays,
concerts, and teacher interviews. Families new to Canada, who may be unfamiliar with
the Ontario school system, or parents of Aboriginal students may need special outreach
and encouragement in order to feel comfortable in their interactions with the school.

Antidiscrimination Education in the English Program

Learning resources that reflect the broad range of students interests, backgrounds, cultures,
and experiences are an important aspect of an inclusive English program. In such a program,
learning materials involve protagonists of both sexes from a wide variety of backgrounds.
Teachers routinely use materials that reflect the diversity of Canadian and world cultures,
including those of contemporary First Nations, M tis, and Inuit peoples, and make them
available to students. Short stories, novels, magazine and newspaper articles, television
programs, and films provide opportunities for students to explore issues relating to their
self-identity. In inclusive programs, students are made aware of the historical, cultural,
and political contexts for both the traditional and non-traditional gender and social roles
represented in the materials they are studying.

Stories, novels, informational texts, and media works relating to the immigrant experience
provide rich thematic material for study, as well as the opportunity for students new to
Canada to share their knowledge and experiences with others. In addition, in the context
of the English program, both students and teachers should become aware of aspects of
intercultural communication for example, by exploring how different cultures interpret
the use of eye contact and body language in conversation and during presentations.

Resources should be chosen not only to reflect diversity but also on the basis of their
appeal for both girls and boys in the classroom. Recent research has shown that many
boys are interested in informational materials, such as manuals and graphic texts, as
opposed to works of fiction, which are often more appealing to girls. Both sexes read
Internet materials, such as website articles, e-mail, and chat messages, outside the class-
room.

Me Read? No Way! A Practical Guide to Improving Boys Literacy Skills

(available on the
Ministry of Education website) provides a number of useful literacy strategies that focus
on engaging boys in reading and writing and that can enhance the learning environment
for both female and male students.

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The development of critical thinking skills is integral to the English curriculum. In the
context of what is now called critical literacy , these skills include the ability to identify
perspectives, values, and issues; detect bias; and read for implicit as well as overt mean-
ing. In the English program, students develop the ability to detect negative bias and
stereotypes in literary texts and informational materials. When using biased informa-
tional texts, or literary works containing negative stereotypes, for the express purpose of
critical analysis, teachers must take into account the potential negative impact of bias on
students and use appropriate strategies to address students responses.

Critical literacy also involves asking questions and challenging the status quo, and leads
students to look at issues of power and justice in society. The program empowers stu-
dents by enabling them to express themselves and to speak out about issues that strongly
affect them.

Literature studies and media studies also afford both students and teachers a unique
opportunity to explore the social and emotional impact of bullying, violence, and discrim-
ination in the form of racism, sexism, or homophobia on individuals and families.
Teachers can help students link the understanding they gain in this regard to messages
conveyed through the school s antibullying and violence-prevention programming.

LITERACY, MATHEMATICAL LITERACY, AND INQUIRY/RESEARCH SKILLS

Literacy, mathematical literacy, and inquiry/research skills are critical to students success
in all subjects of the curriculum and in all areas of their lives.

The acquisition and development of literacy skills is clearly the focus of the English cur-
riculum, but the English program also builds on, reinforces, and enhances mathematical
literacy. For example, clear, concise communication often involves the use of diagrams,
charts, tables, and graphs, and the English curriculum emphasizes students ability to
interpret and use graphic texts.

Inquiry is at the heart of learning in all subject areas. In English courses, students are
encouraged to develop their ability to ask questions and to explore a variety of possible
answers to those questions. As they advance through the grades, they acquire the skills to
locate relevant information from a variety of sources, such as books, newspapers, diction-
aries, encyclopaedias, interviews, videos, and the Internet. The questioning they practised
in the early grades becomes more sophisticated as they learn that all sources of informa-
tion have a particular point of view and that the recipient of the information has a
responsibility to evaluate it, determine its validity and relevance, and use it in appropri-
ate ways. The ability to locate, question, and validate information allows a student to
become an independent, lifelong learner.

THE ROLE OF THE SCHOOL LIBRARY IN THE ENGLISH PROGRAM

The school library program can help to build and transform students knowledge to support
lifelong learning in our information- and knowledge-based society. The school library
program supports student success across the language curriculum by encouraging students
to read widely, teaching them to read for understanding and enjoyment, and helping them
to improve their research skills and to use information gathered through research effectively.

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The school library program enables students to:

develop a love of reading for learning and for pleasure;

acquire an understanding of the richness and diversity of literary and informational
texts produced in Canada and around the world;

obtain access to programs, resources, and integrated technologies that support
all curriculum areas;

understand and value the role of public library systems as a resource for
lifelong learning.

The school library program plays a key role in the development of information literacy
and research skills. In collaboration with classroom or content-area teachers, teacher-
librarians develop, teach, and provide students with authentic information and research
tasks that foster learning, including the ability to:

locate, select, gather, critically evaluate, create, and communicate information;

use the information obtained to solve problems, make decisions, build knowledge,
create personal meaning, and enrich their lives;

communicate their findings for different audiences, using a variety of formats
and technologies;

use information and research with understanding, responsibility, and imagination.

THE ROLE OF TECHNOLOGY IN THE ENGLISH PROGRAM

Information and communications technologies (ICT) provide a range of tools that can
significantly extend and enrich teachers instructional strategies and support students
language learning. ICT tools include multimedia resources, databases, Internet websites,
digital cameras, and word-processing programs. Tools such as these can help students to
collect, organize, and sort the data they gather and to write, edit, and present reports on
their findings. Information and communications technologies can also be used to connect
students to other schools, at home and abroad, and to bring the global community into
the local classroom.

Whenever appropriate, therefore, students should be encouraged to use ICT to support
and communicate their learning. For example, students working individually or in
groups can use computer technology and/or Internet websites to gain access to museums
and archives in Canada and around the world. Students can also use digital cameras and
projectors to design and present the results of their research to their classmates.

Although the Internet is a powerful learning tool, there are potential risks attached to its
use. All students must be made aware of issues of Internet privacy, safety, and responsible
use, as well as of the potential for abuse of this technology, particularly when it is used to
promote hatred.

Teachers will find the various ICT tools useful in their teaching practice, both for whole-
class instruction and for the design of curriculum units that contain varied approaches to
learning to meet diverse student needs.

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THE ONTARIO SKILLS PASSPORT AND ESSENTIAL SKILLS

Teachers planning programs in English need to be aware of the purpose and benefits of
the Ontario Skills Passport (OSP). The OSP is a bilingual web-based resource that
enhances the relevancy of classroom learning for students and strengthens school work
connections. The OSP provides clear descriptions of Essential Skills such as Reading Text,
Writing, Computer Use, Measurement and Calculation, and Problem Solving and
includes an extensive database of occupation-specific workplace tasks that illustrate how
workers use these skills on the job. The Essential Skills are transferable, in that they are
used in virtually all occupations. The OSP also includes descriptions of important work
habits, such as working safely, being reliable, and providing excellent customer service.
The OSP is designed to help employers assess and record students demonstration of
these skills and work habits during their cooperative education placements. Students can
use the OSP to identify the skills and work habits they already have, plan further skill
development, and show employers what they can do.

The skills described in the OSP are the Essential Skills that the Government of Canada
and other national and international agencies have identified and validated, through
extensive research, as the skills needed for work, learning, and life. These Essential Skills
provide the foundation for learning all other skills and enable people to evolve with their
jobs and adapt to workplace change. For further information on the OSP and the
Essential Skills, visit http://skills.edu.gov.on.ca.

CAREER EDUCATION

Expectations in the English program include many opportunities for students to apply
their language skills to work-related situations, to explore educational and career options,
and to become self-directed learners. To prepare students for the literacy demands of a
wide array of postsecondary educational programs and careers, English courses require
students to develop research skills, practise expository writing, and learn strategies for
understanding informational reading materials. Making oral presentations and working
in small groups with classmates help students express themselves confidently and work
cooperatively with others. Regardless of their postsecondary destination, all students need
to realize that literacy skills are employability skills. Powerful literacy skills will equip
students to manage information technologies, communicate effectively and correctly in a
variety of situations, and perform a variety of tasks required in most work environments.

COOPERATIVE EDUCATION AND OTHER FORMS OF EXPERIENTIAL LEARNING

Cooperative education and other forms of experiential learning, such as job shadowing,
field trips, and work experience, enable students to apply the skills they have developed
in the classroom to real-life activities in the community and in the world of business and
public service. Cooperative education and other workplace experiences also help to
broaden students knowledge of employment opportunities in a wide range of fields,
including publishing, advertising, and media-related industries. In addition, students
develop their understanding of workplace practices, certifications, and the nature of
employer employee relationships. Teachers of English can support their students learning
by maintaining links with community-based businesses to ensure that students have access
to hands-on experiences that will reinforce the knowledge and skills gained in school.

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Health and safety issues must be addressed when learning involves cooperative education
and other workplace experiences. Teachers who provide support for students in workplace
learning placements need to assess placements for safety and ensure students understand
the importance of issues relating to health and safety in the workplace. Before taking part
in workplace learning experiences, students must acquire the knowledge and skills needed
for safe participation. Students must understand their rights to privacy and confidentiality
as outlined in the Freedom of Information and Protection of Privacy Act. They have the
right to function in an environment free from abuse and harassment, and they need to be
aware of harassment and abuse issues in establishing boundaries for their own personal
safety. They should be informed about school and community resources and school policies
and reporting procedures with respect to all forms of abuse and harassment.

Policy/Program Memorandum No. 76A, Workplace Safety and Insurance Coverage for
Students in Work Education Programs (September 2000), outlines procedures for ensuring
the provision of Health and Safety Insurance Board coverage for students who are at least
14 years of age and are on placements of more than one day. (A one-day job-shadowing
or job-twinning experience is treated as a field trip.) Teachers should also be aware of the
minimum age requirements outlined in the Occupational Health and Safety Act for persons
to be in or to be working in specific workplace settings. All cooperative education and
other workplace experiences will be provided in accordance with the ministry s policy
document entitled

Cooperative Education and Other Forms of Experiential Learning: Policies
and Procedures for Ontario Secondary Schools, 2000.

PLANNING PROGRAM PATHWAYS AND PROGRAMS LEADING
TO A SPECIALIST HIGH-SKILLS MAJOR

English courses are well suited for inclusion in programs leading to a Specialist High-
Skills Major (SHSM) or in programs designed to provide pathways to particular appren-
ticeship or workplace destinations. In an SHSM program, English courses can be bundled
with other courses to provide the academic knowledge and skills important to particular
industry sectors and required for success in the workplace and postsecondary education,
including apprenticeship. English courses may also be combined with cooperative educa-
tion credits to provide the workplace experience required for SHSM programs and for
various program pathways to apprenticeship and workplace destinations. (SHSM pro-
grams would also include sector-specific learning opportunities offered by employers,
skills-training centres, colleges, and community organizations.)

HEALTH AND SAFETY IN THE ENGLISH PROGRAM

Although health and safety issues are not usually associated with language education, they
may be important when the learning involves fieldwork. Out-of-school fieldwork can
provide an exciting and authentic dimension to students learning experiences. Teachers
must preview and plan these activities carefully to protect students health and safety.

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English, Grade 9

Academic

ENG1D

This course is designed to develop the oral communication, reading, writing, and media
literacy skills that students need for success in their secondary school academic programs
and in their daily lives. Students will analyse literary texts from contemporary and historical
periods, interpret informational and graphic texts, and create oral, written, and media texts
in a variety of forms. An important focus will be on the use of strategies that contribute
to effective communication. The course is intended to prepare students for the Grade 10
academic English course, which leads to university or college preparation courses in
Grades 11 and 12.

Prerequisite:

None

Key to Footnote References

The footnotes throughout this course contain abbreviated references to teacher resource
guides in the ministry s Think Literacy Library , available on the ministry website, at

www.edu.gov.on.ca

. The guides are identified as follows:

TLCC 7-12 refers to the main guide,

Think Literacy: Cross-Curricular Approaches, Grades 7 12.

TLE 7-9 and TLE 10-12 refer to the subject-specific guides for Language/English, Grades 7 9,
and English, Grades 10 12.

Other subject-specific guides are identified by the initials TL , followed by the name of the
subject (e.g., Computer Integration; Library Research; Media; Technological Education) and
the grades the resource guide covers (e.g., TL Computer Integration 7-12).

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ORAL COMMUNICATION

By the end of this course, students will:

Purpose

1.1

identify the purpose of several different

listening tasks and set goals for specific tasks

(e.g., identify the purpose of the rhythm and
sounds in a read-aloud of a poem; identify the
main ideas and significant supporting details
in a guest speaker s presentation; listen to both
sides of a class debate in order to clarify their
own position1)

Teacher prompt:

What differences are there

in the way you listen to a speech versus the
way you listen to a class discussion?

Using Active Listening Strategies

1.2

identify and use several different active listen-

ing strategies when participating in a variety
of classroom interactions

(e.g., ask questions to
show interest during a class discussion about a
poem;2 acknowledge the teacher s feedback on drafts
during a student-teacher writing conference; use
culturally appropriate body language and eye
contact as a member of the audience during
another student s presentation)

Teacher prompt:

What listening strategies

would you use in a discussion with peers?
What about in a teacher-student feedback
session? Why is there a difference?

Using Listening Comprehension Strategies

1.3

identify and use several different listening

comprehension strategies before, during, and
after listening to understand both simple and
complex oral texts

(e.g., prepare for the oral
reading of a play by brainstorming prior knowl-
edge about the play s topic; ask questions to clar-
ify meaning during a guest speaker s presentation,
when appropriate; summarize main ideas from a
book club discussion to check understanding 3)

Teacher prompt:

What post-listening strategy

do you find most useful after a read-aloud of
a short story? Why?

Demonstrating Understanding of Content

1.4

identify the important information and ideas

in both simple and complex oral texts in sever-
al different ways

(e.g., listen to a reading of a
poem and then discuss the most important images
with a partner;4 listen to a traditional Aboriginal
story and create a story web; summarize and
explain the central arguments of a speech in their
own words; use a graphic form of expression, such
as a series of drawings or tableaux, to depict the
main events or ideas in an oral text)

Teacher prompts:

What parts of the poem

should we discuss as a class to improve your
understanding of it? What images and
ideas are emphasized in the oral recording of
the poem?

1. Listening to Understand

OVERALL EXPECTATIONS

By the end of this course, students will:

1. Listening to Understand:

listen in order to understand and respond appropriately in a variety of

situations for a variety of purposes;

2. Speaking to Communicate:

use speaking skills and strategies appropriately to communicate

with different audiences for a variety of purposes;

3. Reflecting on Skills and Strategies:

reflect on and identify their strengths as listeners and speakers,

areas for improvement, and the strategies they found most helpful in oral communication situations.

SPECIFIC EXPECTATIONS

1. TLCC 7-12 Triangle Debate 186 2. TLCC 7-12 Discussion Etiquette 176 3. TLE 7-9 Reading Circles 64 4. TLCC 7-12
Think/Pair/Share 152

Interpreting Texts

1.5

develop and explain interpretations of both

simple and complex oral texts, using evidence
from the text and the oral and visual cues used
in it to support their interpretations

(e.g., discuss
possible underlying meanings in the lyrics of a
popular song after listening to it in class; compare
written responses to a read-aloud of a short story)

Teacher prompt:

Which words and phrases

in this campaign speech have multiple mean-
ings or are open to a variety of interpretations?
How can you tell whether the speaker was
being serious or sarcastic?

Extending Understanding of Texts

1.6

extend understanding of both simple and com-

plex oral texts by making connections between
the ideas in them and personal knowledge,
experience, and insights; other texts; and the
world around them

(e.g., listen to a reading
circle member s opinion of a text and respond
by sharing their own opinion;5 investigate topics
presented in an oral text, using online sources,
in order to assess the speaker s credibility)

Teacher prompts:

How is your interpretation

of the presentation different from another
classmate s interpretation? How can you
relate the ideas discussed in the book club
meeting to your own experiences?

Analysing Texts

1.7

analyse both simple and complex oral texts,

focusing on the ways in which they communi-
cate information, ideas, issues, and themes
and influence the listener s/viewer s response

(e.g., analyse how the meaning of the poem is
reinforced through the use of choral reading
elements; analyse how a guest speaker uses
humour to make the audience more receptive
to his or her ideas)

Teacher prompts:

How did the changes in

the actor s voice affect your understanding
of the character? In what ways did the speaker
try to influence your response to the issue?

Critical Literacy

1.8

identify the perspectives and/or biases evident

in both simple and complex oral texts and
comment on any questions they may raise
about beliefs, values, and identity,

(e.g., assess
the use of accents or dialects in oral texts to
determine whether they are being used to reveal
character or to create a stereotype or caricature;
identify persuasive words or phrases in a radio
advertisement aimed at a teenaged audience)

Teacher prompts:

Who is the speaker s intend-

ed audience? How can you tell? How might
the message of the text change if the audience
were different? Does the speaker make any
generalizations? Do these generalizations
confirm or challenge your own beliefs?
What action could you take, based on what
you have heard? 6

Understanding Presentation Strategies

1.9

explain how several different presentation

strategies are used in oral texts to inform, per-
suade, or entertain

(e.g., describe how the actor
changes his voice to arouse sympathy; examine
the use of charts or statistics in a presentation to
establish credibility or authority;7 evaluate the
use of a hook in an oral presentation to intro-
duce the topic and engage the interest of the
audience, and suggest alternative strategies)

Teacher prompt:

What impression does

using a chart in your presentation make on
your audience?

By the end of this course, students will:

Purpose

2.1

communicate orally for several different pur-

poses, using language suitable for the intend-
ed audience

(e.g., tell a story to an elementary
school class;8 participate in a classroom debate
on a social issue; participate in a book-club dis-
cussion;9 discuss changes to an essay in a
student-teacher conference)

Teacher prompt:

What changes would you

make in your presentation of the story to make
it appropriate for a younger audience?

Interpersonal Speaking Strategies

2.2

demonstrate an understanding of several

different interpersonal speaking strategies
and adapt them to suit the purpose, situation,
and audience, exhibiting sensitivity to cultural
differences

(e.g., speak in turn;10 paraphrase
or restate group members contributions to a dis-
cussion when reporting on the discussion to the
rest of the class)

Teacher prompts:

How can you re-engage

your audience if they lose interest midway
through your presentation? What can you
do to encourage your peers to participate
during small-group discussions?

2. Speaking to Communicate

43 OR
AL C

O

MMUNIC

A

T

ION

English

ENG1D

5. TLE 7-9 Reading Circles 64 6. TL ESL/ELD Part II I ve Got an Idea 2 7. TL Media 7-10 Reading Graphical Texts 6 8. TLE
10-12 Readers Theatre Part I 122 9. TLCC 7-12 Discussion Etiquette 176 and TLE 7-9 Reading Circles 64 10. TLCC 7-12
Discussion Etiquette 176

Clarity and Coherence

2.3

communicate in a clear, coherent manner

appropriate to the purpose, subject matter, and
intended audience

(e.g., organize a presentation
using chronological order or a cause-and-effect
structure;11 combine logic with an appeal to emo-
tion in a speech; explain researched material to
peers using the jigsaw method12)

Teacher prompt:

How can you organize your

presentation to emphasize key points?

Diction and Devices

2.4

use appropriate words, phrases, and terminol-

ogy, and several different stylistic devices, to
communicate their meaning and engage their
intended audience

(e.g., use literary language in
an oral analysis of a poem during a small-group
discussion; choose words carefully in order to
express opinions in a constructive manner;13 use
figurative language to evoke a particular emo-
tion in a monologue)

Teacher prompt:

How can you use correct

literary terminology to strengthen your
analysis of the text?

Vocal Strategies

2.5

identify several different vocal strategies and

use them selectively and with sensitivity to
audience needs

(e.g., use pauses and changes of
pace to highlight the introduction of each new
point in formal and informal dialogue;14 use
changes in tone and volume to clarify the
implied meaning of a text while reading it
aloud;15 adapt voice to role-play a character s
appearance on a television talk show)

Teacher prompt:

How can you use pauses

strategically in your presentation?

Non-Verbal Cues

2.6

identify several different non-verbal cues and

use them, with sensitivity to audience needs,
to help convey their meaning

(e.g., control
gestures while making a presentation in order to
avoid distracting the audience from the message;
demonstrate spatial awareness and cultural sen-
sitivity when interacting with others; engage in
appropriate eye contact during question-and-
answer sessions16)

Teacher prompt:

How does your body

language communicate your interest in
the small-group discussion?

Audio-Visual Aids

2.7

use several different audio-visual aids to sup-

port and enhance oral presentations

(e.g., use
costumes, props, or artefacts to enhance a cre-
ative presentation; use presentation software to
illustrate key events from a biography; use an
online media clip to clarify and support the
arguments made in an oral report)

Teacher prompt:

How can you use props

and artefacts to help you deliver this in-role
presentation?

By the end of this course, students will:

Metacognition

3.1

describe several different strategies they used

before, during, and after listening and speak-
ing; explain which ones they found most help-
ful; and identify steps they can take to
improve their oral communication skills

(e.g.,
identify what their classmates know about the
topic before they begin planning their presenta-
tion; explain during a student-teacher conference
how they self-monitor their listening and speak-
ing skills; outline their learning process when
they listen to a class lecture)

Teacher prompts:

How would practising in

front of a mirror improve your presentation
skills? What do you do to stay focused
during another student s presentation?
What techniques did you use during your
presentation to engage your audience?
How effective were they? What would you
do differently next time?

Interconnected Skills

3.2

identify several of their skills in viewing,

representing, reading, and writing and explain
how the skills help them improve their oral
communication skills

(e.g., analyse a videotape
of a small-group discussion to identify effective
non-verbal communication strategies; explain
how reading a character s dialogue before per-
forming a scene in a readers theatre presenta-
tion will help them give a better performance)

Teacher prompts:

How does your experience

in creating multimedia texts help you under-
stand oral texts? Which graphic organizers
do you find most helpful when you want to
organize your ideas before speaking? Does
this change in different situations?

3. Reflecting on Skills and Strategies

44 THE ONT

A

RIO CURRICUL

UM,

GR

ADES 9 AND 10

English

Gr

ade 9,

A

c

ademic

11. TLCC 7-12 Types of Organizational Patterns 16 12. TLCC 7-12 Jigsaw 170 13. TLE 7-9 Reading Circles 64
14. TLCC 7-12 Effective Presentation Skills 196 15. TL ESL/ELD Inside/Outside Circle 116 16. TLCC 7-12 Effective
Presentation Skills 196

By the end of this course, students will:

Variety of Texts

1.1

read student- and teacher-selected texts from

diverse cultures and historical periods, identi-
fying specific purposes for reading (

e.g., compare
the portrayal of adolescent issues in two short sto-
ries from different cultures; identify the theme in a
Young Adult novel and a related poem in prepa-
ration for a book club discussion ; 1 compare two
newspaper articles on the same topic, identifying
where the authors agree and where they differ; 2
create a bibliography of several online resources
on a topic of interest)

Teacher prompt:

How did comparing the

two short stories help you better understand
each of them?

Using Reading Comprehension Strategies

1.2

use several different reading comprehension

strategies before, during, and after reading to
understand both simple and complex texts

(e.g., list questions that occur to them as they
read in preparation for a book club discussion;
preview features of an informational text; explain
how the illustrations support the theme of a pic-
ture book; use graphic organizers to keep track
of important facts while doing research; 3 make
sketches to visualize the action in a scene, or a
process described in an informational text; after
reading, explain how the key images in a poem
helped them understand the theme of the poem)

Teacher prompt:

How did previewing the

text features help you to understand the text?

Demonstrating Understanding of Content

1.3

identify the important ideas and supporting

details in both simple and complex texts

(e.g.,
select details from a story to create a profile of a
character in the story; use a graphic organizer to
categorize the ideas in an article)

Teacher prompt:

What is the main idea?

Which details support that idea? Are the
ideas grouped in order of importance or
according to some other organizational plan?

Making Inferences

1.4

make and explain inferences about both simple

and complex texts, supporting their explana-
tions with stated and implied ideas from the
texts

(e.g., list the words used to describe a char-
acter in a short story and make inferences about
the character on the basis of those words; consid-
er whether the rhythm of a poem influenced
their interpretation of the poem s theme)

Teacher prompts:

Do any of the words used

to describe the character seem out of place
among the rest? Did those words cause you
to question your reading of the character?
Why? What inferences can we draw from
the use of this particular image in the poem?

Extending Understanding of Texts

1.5

extend understanding of both simple and

complex texts by making connections between

1. Reading for Meaning

45 READING AND LITER

A

TURE STUDIES

READING AND LITERATURE STUDIES

OVERALL EXPECTATIONS

By the end of this course, students will:

1. Reading for Meaning:

read and demonstrate an understanding of a variety of literary, informational,

and graphic texts, using a range of strategies to construct meaning;

2. Understanding Form and Style:

recognize a variety of text forms, text features, and stylistic elements

and demonstrate understanding of how they help communicate meaning;

3. Reading With Fluency:

use knowledge of words and cueing systems to read fluently;

4. Reflecting on Skills and Strategies:

reflect on and identify their strengths as readers, areas for

improvement, and the strategies they found most helpful before, during, and after reading.

SPECIFIC EXPECTATIONS

English

ENG1D

1. TLE 7-9 Reading Circles 64 2. TLE 10-12 Venn Diagram 96 3. TLCC 7-12 Both Sides Now 74

the ideas in them and personal knowledge,
experience, and insights; other texts; and the
world around them

(e.g., role-play how they
would resolve a particular character s dilemma;
describe the position a character in a historical
novel might take on a present-day issue; determine
whether information in a news article supports
or contradicts their prior knowledge acquired
through research or personal experience)

Teacher prompts:

Have you had any experi-

ences that help you understand the events
described in this text? What cultural dif-
ferences make this character s experiences
different from your own? How have your
values or beliefs influenced your attitude
towards this character?

Analysing Texts

1.6

analyse texts in terms of the information,

ideas, issues, or themes they explore, examin-
ing how various aspects of the texts contribute
to the presentation or development of these
elements

(e.g., determine whether repeated sounds,
words, or phrases in a poem reinforce its theme;
determine how a story might change if it were
narrated by one of the other characters in the
story; determine how altering the punctuation
could affect the message of an advertisement)

Teacher prompts:

How would you state the

theme of this short story? What aspects of the
story led you to this understanding? Which
of the letters to the editor in today s newspa-
per do you most disagree with? Why?

Evaluating Texts

1.7

evaluate the effectiveness of both simple and

complex texts, using evidence from the text to
support their opinions

(e.g., identify details that
made them accept a story as believable; identify
details that helped make the argument in an
opinion piece convincing; identify the aspects of
a favourite poem that make it appealing to them)

Teacher prompts:

Was it the author s persuasive

language that convinced you, or the strength
of her evidence? Or both? What aspects of
this print advertisement account for its effec-
tiveness in promoting the product?

Critical Literacy

1.8

identify the perspectives and/or biases evident

in both simple and complex texts and comment
on any questions they may raise about beliefs,
values, and identity

(e.g., compare the depiction
of an issue in a Young Adult novel and the depic-
tion of the same issue in a newspaper report;
explain how the social norms and values of a
particular society in a different historical period

are reflected in a short story from that place and
time; describe differences in how readers from
different backgrounds might respond to stereo-
typing in a text)

Teacher prompts:

How is the plot of this

Young Adult novel gendered ? For example,
do the female characters depend on males to
rescue them? Is the plot resolved for them in
a traditional marriage? Whose viewpoint is
expressed in this account? What voices are
missing, silenced, or discounted in this short
story/song lyric/print advertising campaign?

By the end of this course, students will:

Text Forms

2.1

identify several different characteristics of lit-

erary, informational, and graphic text forms
and explain how they help communicate
meaning

(e.g., dated entries and use of the first
person in a journal or diary signal the limited,
personal perspective of the author; the dateline
and impersonal presentation distinguish the fac-
tual, objective orientation of a news report from
the personal persuasive orientation of an opinion
piece; the linear, episodic plot of a travel or adven-
ture narrative enhances the sense of unpre-
dictability that creates interest and suspense)

Teacher prompts:

Is the reporter openly pres-

ent in this news report? Why not? Use a
graphic organizer to represent the plot struc-
ture of this short story.

Text Features

2.2

identify several different text features and

explain how they help communicate meaning

(e.g., visuals in a children s story provide neces-
sary information that is hard to convey using a
child s limited vocabulary; the text layout of a
concrete poem can change or add to the meaning
conveyed by the words alone)

Teacher prompt:

Describe some of the text

features on the front page of this newspaper.
For what purposes are the different text fonts
and sizes used? What about the boxed text
and sidebars? The photographs and cap-
tions? How do these features draw attention
to key stories and ideas and help readers
navigate the newspaper?

Elements of Style

2.3

identify several different elements of style in

texts and explain how they help communicate
meaning and enhance the effectiveness of the

2. Understanding Form and Style

46 THE ONT

A

RIO CURRICUL

UM,

GR

ADES 9 AND 10

English

Gr

ade 9,

A

c

ademic

text

(e.g., evocative language may be used to cre-
ate a particular mood in a novel; incongruous
words and phrases may be used to create a
humorous effect in a short story; a repeated
phrase in a song lyric helps to emphasize the
theme; the use of words with several connota-
tions can add extra levels of meaning in a poem;
alliteration in a magazine or online advertising
slogan can help make readers remember the slo-
gan and the product)

Teacher prompt:

What is the effect or mood

created by this passage? What words con-
tribute to that effect? Would the effect be
enhanced or diminished if different words
were used?

By the end of this course, students will:

Reading Familiar Words

3.1

automatically understand most words in sev-

eral different reading contexts

(e.g., slang and
jargon in a magazine report on teen trends; sub-
ject-specific terminology from grade-level texts
and supplementary texts about the subject)

Teacher prompt:

Do you recognize these

slang words from your own experience?

Reading Unfamiliar Words

3.2

use appropriate decoding strategies to read

and understand unfamiliar words

(e.g., use
understanding of word order and parts of speech
to infer the meaning of a new word; sound out
words phonetically; substitute a word that would
make sense in the same context for the unfamiliar
word; use knowledge of roots, prefixes, and suffixes
to determine the meaning of unfamiliar words)

Teacher prompt:

What do you do when you

encounter unfamiliar words in a poem or
story?

Developing Vocabulary

3.3

identify and use several different strategies to

expand vocabulary

(e.g., maintain personal
word lists of effective words or phrases encoun-
tered in a literary context; identify words bor-
rowed from other languages; list different uses of
a new word in a personal dictionary; use a
graphic to explore a word family)

Teacher prompts:

The word break has a

number of different meanings, so it can be
used in a number of different contexts. How
many other words can you think of that have
multiple meanings? What are some of the
words in your vocabulary that you first
learned from television or the Internet?

By the end of this course, students will:

Metacognition

4.1

describe several different strategies they used

before, during, and after reading; explain
which ones they found most helpful; and
identify specific steps they can take to improve
as readers

(e.g., describe similarities and differ-
ences in the way they read a poem and a print
advertisement; rank their top five reading com-
prehension strategies in order of effectiveness
and give reasons for their choices; compare their
top five strategies with those of a peer and col-
laborate to identify and describe the best use for
each strategy)

Teacher prompts:

How did previewing text

features help you read that section of the
textbook? How did this graphic organizer
help you find the answers you needed from
the textbook? How did your participation
in a literature circle strengthen your under-
standing of the novel?

Interconnected Skills

4.2

identify several of their skills in listening,

speaking, writing, viewing, and representing
and explain how the skills help them read
more effectively

(e.g., explain to a peer how
presenting or viewing a dramatization of dia-
logue from a short story helped them understand
the main character in the story; report to the
class on how discussion with a partner helped
clarify or extend their understanding of a news
article about a local issue)

Teacher prompts:

Did imagining how the

characters would speak these lines clarify
your interpretation of the text? Did the dis-
cussion with your partner raise questions
that should have been addressed in the text
but weren t? Did your ability to interpret
bar graphs help you grasp the argument in
the text?

4. Reflecting on Skills and Strategies

3. Reading With Fluency

47 READING AND LITER

A

TURE STUDIES

English

ENG1D

48 THE ONT

A

RIO CURRICUL

UM,

GR

ADES 9 AND 10

English

Gr

ade 9,

A

c

ademic

WRITING

By the end of this course, students will:

Identifying Topic, Purpose, and Audience

1.1

identify the topic, purpose, and audience for

several different types of writing tasks

(e.g., a
narrative poem depicting a humorous incident for
peers; a review of a book or film for fellow students;
an account of an important event in Aboriginal
history for the school newspaper; an expository
essay explaining a character s development in a
short story or novel for the teacher;1 a ballad about
a local person or event for the class yearbook)

Teacher prompt:

What is the purpose of your

movie review to encourage others to see
the movie or to warn them about some
aspect they may not like?

Generating and Developing Ideas

1.2

generate and focus ideas for potential writing

tasks, using several different strategies and
print, electronic, and other resources, as appro-
priate

(e.g., complete a K-W-L chart to focus an
enquiry about an identified topic; participate in
a small group discussion to generate ideas for
an opinion piece; 2 identify key words to focus
and guide electronic research; use different types
of questions prediction, probability, possibility,
and speculation to deepen understanding of a
specific topic)

Teacher prompts:

What prior knowledge do

you have about the topic? How could
answering the 5 W s help you generate infor-
mation on a topic? What other resources
could you consult about this topic?

Research

1.3

locate and select information to support ideas

for writing, using several different strategies
and print, electronic, and other resources, as
appropriate

(e.g., create a research plan and track
their progress using a print template; identify a
variety of sources needed to research the topic,
including both primary and secondary sources;
conduct interviews with community members, experts
on a topic, or witnesses to an event; use key word
searches and other browsing strategies to locate appro-
priate sources, information, and terminology in
online library catalogues, general encyclopaedias,
and dictionaries; summarize/paraphrase research
notes on index cards; record all sources of informa-
tion in a list of works cited or references, observing
conventions for proper documentation and full
acknowledgement of sources and extracts, in recog-
nition of the need to credit original authors and
promote academic honesty; use a detailed template
to evaluate sources and information for reliability
and accuracy; use criteria developed in small
groups to select appropriate information)

Teacher prompts:

Identify the stages of

research and how you plan on completing
each stage. What kinds of searches give
you the best research results and why?

1. Developing and Organizing

Content

OVERALL EXPECTATIONS

By the end of this course, students will:

1. Developing and Organizing Content:

generate, gather, and organize ideas and information to write

for an intended purpose and audience;

2. Using Knowledge of Form and Style:

draft and revise their writing, using a variety of literary,

informational, and graphic forms and stylistic elements appropriate for the purpose and audience;

3. Applying Knowledge of Conventions:

use editing, proofreading, and publishing skills and

strategies, and knowledge of language conventions, to correct errors, refine expression, and present
their work effectively;

4. Reflecting on Skills and Strategies:

reflect on and identify their strengths as writers, areas for

improvement, and the strategies they found most helpful at different stages in the writing process.

SPECIFIC EXPECTATIONS

1. TLCC 7-12 Setting the Context 102 2. TLCC 7-12 Think/Pair/Share 152

Organizing Ideas

1.4

identify, sort, and order main ideas and sup-

porting details for writing tasks, using several
different strategies and organizational patterns
suited to the content and purpose for writing

(e.g., use a point-form outline to organize content
for writing ; 3 organize a series of paragraphs for
an opinion piece ; 4 use a storyboard to establish
the sequence for a film or stage adaptation of a
literary work; use a cause-and-effect chart to
organize ideas for an analysis of a character s
motivations and behaviour; work with several
classmates to develop headings and group data
for a textual analysis; use a concept-mapping soft-
ware program to move from a concept map to a
writing outline ; 5 experiment with one or more
organizational patterns to connect and order
free-associated images for a poem)

Teacher prompt:

What organizational pattern

[

e.g., cause and effect; comparison and contrast

]
will you use to present your ideas? Why is
that pattern appropriate?

Reviewing Content

1.5

determine whether the ideas and information

gathered are relevant to the topic, sufficient for
the purpose, and meet the requirements of the
writing task

(e.g., visualize or perform the steps
in a procedure to check for relevance and com-
pleteness; highlight the words in paragraphs that
reflect or are linked to key words in the thesis)

Teacher prompt:

Have you included every-

thing you need to include? Have you detected
any unnecessary information?

By the end of this course, students will:

Form

2.1

write for different purposes and audiences

using several different literary, informational,
and graphic forms

(e.g., a supported opinion
essay about a school issue for the class newspa-
per; a comic strip based on a scene from a short
story for young children; text for trading cards
of mythological figures to share with friends;
a poem inspired by a descriptive passage in a
short story)

Teacher prompts:

How will you signal the

stages in your argument? At what stage will
you begin to include your supporting
details? What images from the narrative
description will you use in your poem?

Voice

2.2

establish an identifiable voice in their writing,

modifying language and tone to suit the form,
audience, and purpose for writing

(e.g., use
formal language and a polite tone in a letter to
the editor, and informal language and an emphat-
ic or humorous tone in a blog; vary the tone and
diction for brief in-role messages of congratula-
tion from a student, a parent, and a politician)

Teacher prompts:

How would the message

change with a different writer or speaker?
How would the letter to the editor change if
you were writing for an audience of your
classmates?

Diction

2.3

use appropriate descriptive and evocative

words, phrases, and expressions to make their
writing clear and vivid for their intended
audience

(e.g., use peer slang in a morning
announcement; select words that sound like the
things they describe [onomatopoeia] to reinforce
an idea or impression)

Teacher prompts:

How would the words you

use in a letter differ from those in an e-mail?
How would the use of words with harsh or
explosive consonants enhance your descrip-
tion of the storm?

Sentence Craft and Fluency

2.4

write complete sentences that communicate

their meaning clearly and accurately, varying
sentence type, structure, and length for differ-
ent purposes and making logical transitions
between ideas

(e.g., use a variety of simple,
complex, and compound sentences to add interest
and improve the flow of their writing 6)

Teacher prompt:

Would alternating short,

abrupt sentences with longer sentences help
hold your readers attention? When might it
be effective to use a series of short, abrupt
sentences?

Critical Literacy

2.5

explain how their own beliefs, values, and

experiences are revealed in their writing

(e.g., analyse their writing to determine whether
voices are missing that it would be appropriate to
include; use peer feedback to identify relevant
ideas or opinions that have not been considered
in the text 7)

Teacher prompts:

If you adopted a different

perspective on this topic, what points would
you need to address or cover in more detail

2. Using Knowledge of Form

and Style

49 WRITING

English

ENG1D

3. TLCC 7-12 Webbing, Mapping and More 108 4. TLE 10-12 Developing and Organizing Ideas: Writing a Series of Paragraphs
Expressing an Opinion 42 5. TL Computer Integration 7-12 Developing and Organizing Ideas: Webbing and Mapping 26
6. TLE 10-12 Revising and Editing Modelled Writing 50 7. TL Library Research 7-12 Reacting to Reading: Critically Evaluating
Resources 18

in your essay? What questions would you
need to ask? If you highlight all the pro-
nouns in your writing, what do you notice?
If you list the self-selected topics you have
been writing about, what do you notice?

Revision

2.6

revise drafts to improve the content, organiza-

tion, clarity, and style of their written work,
using a variety of teacher-modelled strategies

(e.g., add examples to support the main idea;
remove irrelevant or confusing details; insert
appropriate connecting words at the beginning
of paragraphs in a series to signal continuity of
thought and relationships between ideas; reorder
events in a news article to emphasize the most
important facts and ideas 8)

Teacher prompts:

How can asking the ques-

tions Why? or So what? help you expand
the depth and breadth of ideas in a piece of
writing? Are there any unnecessary details
that you could remove from your narrative?
Can you identify a single controlling idea
that unifies your writing?

Producing Drafts

2.7

produce revised drafts of both simple and

complex texts written to meet criteria identi-
fied by the teacher, based on the curriculum
expectations

(e.g., adequate development of
information and ideas, logical organization,
appropriate use of form and style, appropriate
use of conventions)

Teacher prompts:

What did you learn by

examining the verbs in your narrative? Are
your tenses consistently appropriate? Are the
verbs mostly in the active voice? Can you
see the pattern of main idea and supporting
details in your paragraph?

By the end of this course, students will:

Spelling

3.1

use knowledge of spelling rules and patterns,

several different types of resources, and appro-
priate strategies to spell familiar and new words
correctly

(e.g., keep lists of academic vocabulary
and course-specific literary terms; identify distinct
styles for spellings and abbreviations associated
with specific media and/or audiences, such as
texting language; 9 use computer spell-check
programs; use understanding of sound-symbol
relationships, word structures, word meanings,

and generalizations about spelling to identify
and correct misspellings)

Teacher prompts:

How will it help your

spelling to break a word into its root, suffix,
and prefix? Will knowing that the word
phantom comes from ancient Greek, and
that Greek does not have the letter f , help
you remember that phantom starts with ph ?

Vocabulary

3.2

build vocabulary for writing by confirming

word meaning(s) and reviewing word choice,
using several different types of resources and
strategies, as appropriate for the purpose

(e.g.,
refer to classroom word walls; 10 keep a personal
list of noteworthy new words and phrases
encountered in texts; keep a personal list of com-
mon prefixes and suffixes and effective words
and phrases; use a dictionary or thesaurus to
find alternative words; confirm meaning by
examining roots, prefixes, and suffixes; 11 use
new words in their writing that they encounter
through reading extensively and intensively)

Teacher prompts:

Why does making a rhyme

about the word help you to remember it?
What are the different meanings of the word
photo in a science textbook, a camera manual,
and a printer manual?

Punctuation

3.3

use punctuation correctly to communicate

their intended meaning

(e.g., use final punctua-
tion appropriate to the sentence type; use quota-
tion marks for dialogue and direct quotations,
including quotations from published sources; use
commas to separate words or items in a list and
in dates and addresses, and to clarify relation-
ships between words and phrases in a sentence)

Teacher prompt:

How does reading your

writing aloud help you discover where to
punctuate it?

Grammar

3.4

use grammar conventions correctly to commu-

nicate their intended meaning clearly

(e.g.,
construct phrases and clauses and arrange them
appropriately to write complete and correct
simple, compound, complex, and compound-
complex sentences; identify and correct a variety
of sentence errors, such as sentence fragments,
comma splices, and run-on sentences; consistently
make subject and verb agree and use appropriate
verb tenses; consistently make pronouns agree
with their antecedents)

Teacher prompts:

What effective sentence

patterns would you like to record in your

3. Applying Knowledge of

Conventions

50 THE ONT

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ade 9,

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8. TLCC 7-12 Revising and Editing: Asking Questions to Revise Writing 128 9. TLE 7-9 Sample Text Messages 34 10. TLCC 7-12
Creating a Word Wall 30 11. TLE 7-9 Sample Roots and Prefixes 54

writing notebook to help you in the future?
Your next sentence starts with this , but
it s not clear what this refers to. What can
you do to make the sentence clearer?

Proofreading

3.5

proofread and correct their writing, using

guidelines developed with the teacher and
peers

(e.g., consult print and electronic refer-
ences to check spelling; develop and use a check-
list specific to the writing task; with a partner,
read work aloud to check for clarity and interest)

Teacher prompt:

How could you check

your writing for subject-verb agreement
or pronoun-antecedent agreement?

Publishing

3.6

use several different presentation features,

including print and script, fonts, graphics, and
layout, to improve the clarity and coherence of
their written work and to engage their audi-
ence

(e.g., select striking computer graphics and
fonts to heighten the impact of a news article;
select images or unusual fonts or other design
features for a title page to reflect or foreshadow
the content of a story; use design elements such
as columns, headlines, and visuals to create an
arresting front page for a class newspaper)

Teacher prompt:

How could you use differ-

ent fonts to suggest the story s principal
theme or mood?

Producing Finished Works

3.7

produce pieces of published work to meet

criteria identified by the teacher, based on
the curriculum expectations

(e.g., adequate
development of information and ideas, logical
organization, appropriate use of form and style,
appropriate use of conventions 12)

Teacher prompt:

Have you followed the

appropriate conventions recommended for
presenting a series of events in the form of
a news report?

By the end of this course, students will:

Metacognition

4.1

describe several different strategies they used

before, during, and after writing; explain which
ones they found most helpful; and identify
several specific steps they can take to improve
as writers

(e.g., keep a log of everything they do

when they begin a writing task; describe the
place where they like to write; explain how they
find quotations to support their writing)

Teacher prompts:

Before Grade 9, what did

you know or understand to be your strengths
as a writer? Has this changed? What did
you learn about yourself as a writer as a
result of the group writing experience?
How do you determine whether the peer
feedback you receive is valid or not?

Interconnected Skills

4.2

identify several different skills they have in

listening, speaking, reading, viewing, and
representing and explain how the skills help
them write more effectively

(e.g., read their
writing into a tape-recorder and listen to the
playback as part of the editing process; explain
how analysing a piece of Young Adult fiction by
a favourite author helped them identify elements
and approaches they could experiment with in
a story of their own)

Teacher prompts:

How does listening to

the taped reading of your writing help you
revise it? What did you discover from
reading Young Adult fiction that you could
apply to your own short story?

Portfolio

4.3

select several examples of different types of

writing that they think most clearly reflect
their growth and competence as writers and
explain the reasons for their choice

(e.g., com-
pare a first draft to a later or final draft, identify
improvements they made, and explain what they
learned from the redrafting process; compare the
process for writing a poem and a news report
about the same event and identify challenges
they overcame during the writing process for
each form)

Teacher prompts:

What pieces do you feel

show your creativity as a writer? What is it
about these pieces that you like? How did
changing the opening words of most sentences
from the plus a noun to two adjectives or a
prepositional phrase or past participle improve
the draft?

4. Reflecting on Skills and

Strategies

51 WRITING

English

ENG1D

12. TLCC 7-12 Adding Details 118

52 THE ONT

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GR

ADES 9 AND 10

English

Gr

ade 9,

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c

ademic

MEDIA STUDIES

By the end of this course, students will:

Purpose and Audience

1.1

explain how both simple and complex media

texts are created to suit particular purposes and
audiences

(e.g., both the feature articles and the
advertisements in a women s fashion magazine
are designed to appeal to and influence women s
sense of fashion and beauty, and to promote sales;
a web page about skateboarding has both video
clips that feature new and challenging jumps and
links to advertisers promoting the latest equipment)

Teacher prompt:

What elements in this teen

magazine advertisement for a skin care prod-
uct appeal to the target audience? How does
the ad affect the way members of the target
audience see themselves?

Interpreting Messages

1.2

interpret simple and complex media texts,

identifying and explaining the overt and implied
messages they convey

(e.g., explain what the
words, symbols, and images on a cereal box
communicate about the cereal; explain what the
title and cover art of a graphic novel communi-
cate about the story and its intended audience1)

Teacher prompts:

What messages about fam-

ily life are communicated by character rela-
tionships and plot outcomes in your favourite
TV sitcom? What kinds of messages are often

stated in the speeches, posters, and other
campaign materials of students running for
student council? What kinds of messages are
sometimes implied?

Evaluating Texts

1.3

evaluate how effectively information, ideas,

issues, and opinions are communicated in
both simple and complex media texts and
decide whether the texts achieve their intend-
ed purpose

(e.g., compare the film adaptation of
a novel to the novel itself and explain what is
communicated more effectively and less effec-
tively by the film; explain how the content,
graphics, design, and layout of a popular teen
magazine contribute to its success2)

Teacher prompt:

How clearly do the icons on

a digital camera screen identify what their
functions are?

Audience Responses

1.4

identify and explain different audience

responses to selected media texts

(e.g., poll
friends and family members to gauge their reac-
tions to a movie trailer, and explain differences
in their responses; explain differences in male
and female peers reactions to a music video)

Teacher prompt:

Do students, teachers, and

principals respond differently to morning
announcements in schools? Why?

1. Understanding Media Texts

OVERALL EXPECTATIONS

By the end of this course, students will:

1. Understanding Media Texts:

demonstrate an understanding of a variety of media texts;

2. Understanding Media Forms, Conventions, and Techniques:

identify some media forms and

explain how the conventions and techniques associated with them are used to create meaning;

3. Creating Media Texts:

create a variety of media texts for different purposes and audiences, using

appropriate forms, conventions, and techniques;

4. Reflecting on Skills and Strategies:

reflect on and identify their strengths as media interpreters

and creators, areas for improvement, and the strategies they found most helpful in understanding
and creating media texts.

SPECIFIC EXPECTATIONS

1. TL Media 7-10 Exploring the Key Concepts of Media Literacy 2. TL Media 7-10 Reading Graphical Texts 6

Critical Literacy

1.5

identify the perspectives and/or biases evident

in both simple and complex media texts and
comment on any questions they may raise about
beliefs, values, and identity

(e.g., identify the
characteristics that signal Canadian content and
interests in a Canadian television program; explain
the messages conveyed through the depiction of
gender roles in popular music videos)

Teacher prompts:

To what degree does this

program reflect your own interests and iden-
tity as a Canadian? Why do you think national
identity is promoted? What other types of
identity are important to you? How do
images included in a school newsletter or
newspaper reflect values and identity?

Production Perspectives

1.6

explain how several different production,

marketing, and distribution factors influence
the media industry

(e.g., explain why DVDs
include trailers for first-run movies playing in
local theatres; explain how a shopping mall is
designed and organized to influence consumers)

Teacher prompt:

Why would companies pay

to have their products used in films and tele-
vision shows?

By the end of this course, students will:

Form

2.1

identify general characteristics of several dif-

ferent media forms and explain how they
shape content and create meaning

(e.g., a bill-
board soft-drink ad presents a static image sug-
gesting the product s thirst-quenching qualities,3
while a television commercial links the product
to a lively, interactive social situation)

Teacher prompt:

How does the representation

of a doctor in a product advertisement differ
from the representation of a doctor in a med-
ical drama?

Conventions and Techniques

2.2

identify several different conventions and/or

techniques used in familiar media forms and
explain how they convey meaning and influence
their audience

(e.g., camera angles and sound
effects in films can create suspense and evoke fear
in the audience; headlines, photographs, and
captions in newspaper and magazine layouts
draw the reader s attention to particular stories4)

Teacher prompt:

How is the use of an extreme

close-up (say, of a character s eye) in a horror
movie different from the use of an extreme
close-up of a diamond ring in a jewellery ad?

By the end of this course, students will:

Purpose and Audience

3.1

describe the topic, purpose, and audience for

media texts they plan to create

(e.g., a video or
photo collage to persuade peers to participate in
a favourite sport or club)

and identify specific
challenges they may face in achieving their
purpose

Teacher prompt:

What could you include in

your book-promotion poster that would get
your classmates attention?

Form

3.2

select a media form to suit the topic, purpose,

and audience for a media text they plan to
create, and explain why it is an appropriate
choice

(e.g., explain why a video would be more
effective than a brochure to present information
about climate change to a science class5)

Teacher prompt:

What forms might you choose

to document and celebrate the winning season
of a local team? What would be the advantages
and disadvantages of each form?

Conventions and Techniques

3.3

identify several different conventions and/or

techniques appropriate to a media form they
plan to use, and explain how these will help
them communicate meaning

(e.g., conventions/
techniques for the home page of a website: menus
to identify the main topics covered on the site;
visuals to create interest in particular topics;
links to other websites)

Teacher prompt:

What types of special effects

could you use to create suspense in a short
action film?

Producing Media Texts

3.4

produce media texts for several different

purposes and audiences, using appropriate
forms, conventions, and techniques

(e.g., a
TV public service announcement to inform teens
about a social issue or health topic; a brochure
to inform peers about important figures in
Aboriginal history)

Teacher prompt:

What elements will you

include in your movie poster? How will you
make sure the poster appeals to the movie s
target audience of young children?

3. Creating Media Texts

2. Understanding Media Forms,

Conventions, and Techniques

53 MEDIA STUDIES

English

ENG1D

3. TL Media 7-10 Reading Between the Lines (Predictions) 10 4. TL Media 7-10 Exploring the Key Concepts of Media Literacy 2
5. TL Media 7-10 Planning a Public Service Announcement 14

By the end of this course, students will:

Metacognition

4.1

describe several different strategies they used

in interpreting and creating media texts,
explain which ones they found most helpful,
and identify several specific steps they can
take to improve as media interpreters and pro-
ducers

(e.g., explain how they used feedback
from the teacher and peers to improve a text they
created; record in a learning log the design and
production challenges that required the most cre-
ativity and perseverance to solve )

Teacher prompt:

What strategies helped you

identify the implicit message conveyed by
the cover of a DVD you viewed recently?

Interconnected Skills

4.2

explain how their skills in listening, speaking,

reading, and writing help them interpret and
produce media texts

(e.g., recognizing how
graphics clarify explanations in a textbook can
help them design a useful web page)

Teacher prompt:

How does talking about an

issue in a small group help you clarify the
point you want to emphasize in a poster?

4. Reflecting on Skills and Strategies

54 THE ONT

A

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UM,

GR

ADES 9 AND 10

English

Gr

ade 9,

A

c

ademic

This course is designed to develop the key oral communication, reading, writing, and
media literacy skills students need for success in secondary school and daily life.
Students will read, interpret, and create a variety of informational, literary, and graphic
texts. An important focus will be on identifying and using appropriate strategies and
processes to improve students comprehension of texts and to help them communicate
clearly and effectively. The course is intended to prepare students for the Grade 10
applied English course, which leads to college or workplace preparation courses in
Grades 11 and 12.

Prerequisite:

None

English, Grade 9

Applied

ENG1P

Key to Footnote References

The footnotes throughout this course contain abbreviated references to teacher resource
guides in the ministry s Think Literacy Library , available on the ministry website, at

www.edu.gov.on.ca

. The guides are identified as follows:

TLCC 7-12 refers to the main guide,

Think Literacy: Cross-Curricular Approaches, Grades 7 12.

TLE 7-9 and TLE 10-12 refer to the subject-specific guides for Language/English, Grades 7 9,
and English, Grades 10 12.

55

56 THE ONT

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GR

ADES 9 AND 10

English

ORAL COMMUNICATION

By the end of this course, students will:

Purpose

1.1

identify the purpose of a few different listening

tasks

(e.g., listen to a news broadcast to determine
main ideas and relevant supporting details; listen
to a song to detect gender or other forms of bias;
listen to an oral presentation to identify the 5 W s)

Teacher prompt:

Why is it important to

know that we listen for different purposes?
How can identifying a purpose for listening
make a listening task easier?

Using Active Listening Strategies

1.2

identify and use a few different active listen-

ing strategies when participating in classroom
interactions

(e.g., use culturally appropriate body
language and eye contact when participating in
a discussion;1 take turns speaking and avoid
interrupting others during an informal debate;2
express interest in another student s presentation
by commenting and asking questions afterwards)

Teacher prompts:

What strategies can you

use to participate as a listener in a small
group? How do you know when people
are listening to you?

Using Listening Comprehension Strategies

1.3

identify and use a few different listening com-

prehension strategies before, during, and after
listening to understand simple oral texts and
some teacher-selected complex texts

(e.g.,

preview a list of words to listen for; ask questions
to clarify meaning during a lesson; listen to an
audio clip and use a graphic organizer to sum-
marize the ideas in it)

Teacher prompts:

I ll be reading you an essay

about freedom of expression. What questions
do you have about the topic before I begin to
read aloud? What type of organizer will you
use to summarize the ideas in the audio clip?

Demonstrating Understanding of Content

1.4

identify the important information and ideas

in simple oral texts and some teacher-selected
complex texts

(e.g., write a summary of an oral
story; jot summary notes based on a class discus-
sion; carry out a procedure after listening to
oral instructions)

Teacher prompts:

In the story we just heard,

what was the incident that started the con-
flict? What happened to make the situation
worse? What questions do you have about
the instructions we just heard?

Interpreting Texts

1.5

develop and explain interpretations of simple

oral texts and some teacher-selected complex
texts, using evidence from the text and the
oral and visual cues used in it to support their
interpretations

(e.g., listen to a short segment
of a radio broadcast of a hockey game and explain
how the radio announcer helps listeners visualize
the action; listen to an unfamiliar oral text and
then dramatize the action; compare their inter-
pretation of an oral text with peers interpretations

1. Listening to Understand

OVERALL EXPECTATIONS

By the end of this course, students will:

1. Listening to Understand:

listen in order to understand and respond appropriately in a variety of

situations for a variety of purposes;

2. Speaking to Communicate:

use speaking skills and strategies appropriately to communicate

with different audiences for a variety of purposes;

3. Reflecting on Skills and Strategies:

reflect on and identify their strengths as listeners and speakers,

areas for improvement, and the strategies they found most helpful in oral communication situations.

SPECIFIC EXPECTATIONS

1. TL ESL/ELD Part II Talk Show with a Twist 20 2. TLCC 7-12 Discussion Etiquette 176

of the same text and explain possible reasons
for differences)

Teacher prompts:

How did the speaker s

ironic tone affect the meaning of what she
was saying? How do you know from the
dialogue that the character in the play is
driving?

Extending Understanding of Texts

1.6

extend understanding of simple oral texts and

some teacher-selected complex texts by mak-
ing connections between the ideas in them and
personal knowledge, experience, and insights;
other texts; and the world around them

(e.g.,
role-play to explore issues, ideas, or emotions
expressed in an oral text;3 discuss, in a small
group, the choices made by the main character of
an oral text, drawing on ideas about what they
might have done in the same situation;4 outline
similarities and differences between a newspaper
article and a radio broadcast on the same topic,
using a graphic organizer)

Teacher prompts:

What choices could the

character make here? Which ones make the
most sense to you? Why? In what way is
the description of the situation in the radio
broadcast similar to/different from the
description in the newspaper article?

Analysing Texts

1.7

analyse oral texts, focusing on the ways in

which they communicate information, ideas,
issues, and themes and influence the listener s/
viewer s response

(e.g., analyse the ideas
emphasized and the tone used in a public service
announcement about drinking and driving and
suggest how these elements might influence an
audience; explain how a motivational speaker
gains the trust and inspires the hopes of his or
her audience)

Teacher prompt:

What devices do the creators

of this public service announcement use to get
the response they want from their audience?
What would you do to make the announce-
ment more effective?

Critical Literacy

1.8

identify the perspectives and/or biases evident

in simple oral texts and some teacher-selected
complex texts and comment on any questions
they may raise about beliefs, values, and identity

(e.g., identify diverse views on identity revealed
by the panellists in a televised town hall meet-
ing; discuss, in a small group, their reactions to a
major news event, and explain why the opinions
of the group members might differ)

Teacher prompts:

Why is it important to be

aware of cultural differences when consider-
ing opinions? What effect does listening to
an alternative point of view have on your
own opinion?

Understanding Presentation Strategies

1.9

identify how a few different presentation

strategies are used in oral texts to inform, per-
suade, or entertain

(e.g., use of technology,
inflection, pitch, level of language, specialized
vocabulary, humour, pauses, pace, repetition,
rhetorical devices, anecdotes)

Teacher prompts:

How did the speaker s use

of facial expressions, vocal effects, and body
language contribute to the text? What parts
of the presentation were the most convinc-
ing? How did the visual aspects help to per-
suade or entertain you as a listener? How
did the speaker use audio-visual aids to
emphasize key points?

By the end of this course, students will:

Purpose

2.1

communicate orally for a few different pur-

poses and audiences

(e.g., make a proposal for
a school club to the principal; retell an Aboriginal
story to the class; make a school-wide announce-
ment to fellow pupils;5 engage in daily class-related
conversations, using appropriate language and
tone; tell an entertaining anecdote6)

Teacher prompts:

How will you capture your

peer audience s attention while reading a
poem aloud? What words will you use in
your school-wide announcement to address
the audience Ladies and gentlemen? Girls
and boys? Fellow students?

Interpersonal Speaking Strategies

2.2

demonstrate an understanding of a few differ-

ent interpersonal speaking strategies and
adapt them to suit the purpose, situation, and
audience, exhibiting sensitivity to cultural dif-
ferences

(e.g., ask questions related to the topic;7
speak in turn; acknowledge alternative points of
view during a small-group discussion;8 demon-
strate an awareness of behaviours and conven-
tions associated with speaking, such as body
language, degree of physical proximity, gestures,
level of assertiveness, and facial expressions)

Teacher prompts:

How would you communi-

cate the same idea in a different situation?
To a different audience? To someone who has

2. Speaking to Communicate

57 OR
AL C

O

MMUNIC

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ION

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ENG1P

3. TLE 10-12 Readers Theatre Part II 126 4. TLCC 7-12 Place Mat 162 5. TLCC 7-12 Effective Presentation Skills 196
6. TLCC 7-12 Discussion Etiquette 178 7. TL Media 7-10 Focus Questions 25 8. TLCC 7-12 Discussion Etiquette 178

difficulty understanding English? How can
you make sure that each member of your
group feels heard?

Clarity and Coherence

2.3

communicate in a clear, coherent manner for a

few different purposes

(e.g., present a speech with
a clear beginning, middle, and end; ask clearly
phrased questions after a guest speaker s presen-
tation; orally restate the main facts from a sim-
ple informational text in the correct sequence 9)

Teacher prompt:

What are the main points of

your speech, and how will you convey their
importance to your audience?

Diction and Devices

2.4

use appropriate words, phrases, and terminol-

ogy, and a few different stylistic devices, to
communicate their meaning clearly to their
intended audience

(e.g., use specialized termi-
nology to explain a sports-related skill to peers;10
role-play the interaction between a teacher and
student in discussions about various problems,
such as absenteeism, tardiness, lateness of
assignments; rewrite and perform a rap song so
that the message in the song is accessible to an
adult audience)

Teacher prompts:

How did you communicate

the meaning of the specialized terminology
to your audience? What is lost from the
meaning and impact of the song when you
paraphrase it?

Vocal Strategies

2.5

identify a few different vocal strategies and

use them selectively and with sensitivity to
audience needs

(e.g., use voice inflection to con-
vey different meanings using the same text; work
with a partner to plan and practise the appropri-
ate use of volume to create emphasis during a
class presentation;11 use changes of pace and
pauses for dramatic effect when reading an
urban myth from a website to the class)

Teacher prompts:

How did the meaning

change when you placed the emphasis on the
first half of the sentence? When would you
read faster, and why?

Non-Verbal Cues

2.6

identify a few different non-verbal cues and

use them, with sensitivity to audience needs,
to help convey their meaning

(e.g., use eye con-
tact to engage the audience;12 role-play commu-
nication between two people who do not know

each other s languages;13 identify non-verbal cues
in a freeze-frame from a television news report;
compare the impact of a story when it is read on
tape and when it is read in front of the class)

Teacher prompts:

How can you express the

character s reactions without using words?
What gestures could you use to make this
part of your presentation more effective?

Audio-Visual Aids

2.7

use a few different audio-visual aids to sup-

port oral presentations

(e.g., use a film clip to
support the arguments made in a presentation
analysing a character;14 create a timeline or flow
chart to explain a sequence of events or steps;
use a series of photographs to express the theme
of an oral story)

Teacher prompt:

Which of the audio-visual

aids you used for your presentation did you
find to be the most effective?

By the end of this course, students will:

Metacognition

3.1

describe a few different strategies they used

before, during, and after listening and speaking;
explain which ones they found most helpful;
and identify steps they can take to improve
their oral communication skills

(e.g., explain
which listening strategies helped them contribute
to a group discussion; identify the most effective
elements in their oral presentation and explain
what they would do differently next time)

Teacher prompt:

What questions did you ask

yourself to check whether you understood
what was being said? What questions will
you use next time, and why? What strate-
gies did you use to make all the members of
your culturally diverse audience more com-
fortable and more receptive to your message?

Interconnected Skills

3.2

identify a few different skills in viewing,

representing, reading, and writing that help
them improve their oral communication skills

(e.g., describe how reading different texts from
diverse cultures helps them connect to a diverse
audience when they are speaking)

Teacher prompt:

What lessons can you learn

from reading opinion articles that you could
use as a speaker?

3. Reflecting on Skills and Strategies

58 THE ONT

A

RIO CURRICUL

UM,

GR

ADES 9 AND 10

English

Gr

ade 9,

A

pplied

9. TLCC 7-12 Take Five 155 10. TL Library Research 9-12 Looking for Relationships 25 11. TLCC 7-12 Effective Presentation
Skills 196 12. TLCC 7-12 Effective Presentation Skills 196 13. TL ESL/ELD Part II Hot Seat 15 14. TL Media 7-10 Explaining
the Key Concepts of Media Literacy 4 and TL ESL/ELD Part II Hot Seat 15

By the end of this course, students will:

Variety of Texts

1.1

read a few different short, contemporary,

student- and teacher-selected texts from
diverse cultures, identifying purposes for
reading

(e.g., read an instruction booklet
closely to understand how to use new equip-
ment; skim a catalogue to find items of interest;
read a variety of song lyrics and poems to create
a personal anthology on a topic; research survey
results from several sources to draw conclusions
about a teen issue; compare children s stories
on similar themes from three different cultures,
using a Venn diagram to track similarities
and differences)

Teacher prompts:

Do you read a textbook

differently from the way you read a graphic
novel? What is the difference in your approach?
Review the list in your reading log of the
various texts you ve read this year. What
types of texts did you choose to read most
often? What do you like about those texts?

Using Reading Comprehension Strategies

1.2

identify and use a few different reading com-

prehension strategies before, during, and after
reading to understand simple texts and some
teacher-selected complex texts

(e.g., preview the
features and organizational patterns of texts to
make predictions; 1 use sticky notes or highlighters

to annotate a text; select key words and phrases
to help identify main ideas and supporting details 2)

Teacher prompt:

How did previewing the

features of this text affect the way you read
the text?

Demonstrating Understanding of Content

1.3

identify the important ideas and supporting

details in a few different types of texts

(e.g.,
illustrate the conflict in a story using a story map;
explain a trend using the data from a bar graph;
summarize the evidence that a movie or book
reviewer offers to support his or her opinion of
a text)

Teacher prompt:

Which of these ideas sup-

ports the main idea? How can we reduce this
text to half the length and still communicate
the main ideas? What word could we use to
replace this list of words to make our sum-
mary shorter?

Making Inferences

1.4

make inferences about simple texts and some

teacher-selected complex texts, using stated
and implied ideas from the texts

(e.g., state
what the actions of a character in a story reveal
about the character s attitude; draw conclusions
about the subject of a biography from a photo-
graph and find evidence in the text that supports
or contradicts their inference)

1. Reading for Meaning

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OVERALL EXPECTATIONS

By the end of this course, students will:

1. Reading for Meaning:

read and demonstrate an understanding of a variety of informational, literary,

and graphic texts, using a range of strategies to construct meaning;

2. Understanding Form and Style:

recognize a variety of text forms, text features, and stylistic elements

and demonstrate understanding of how they help communicate meaning;

3. Reading With Fluency:

use knowledge of words and cueing systems to read fluently;

4. Reflecting on Skills and Strategies:

reflect on and identify their strengths as readers, areas for

improvement, and the strategies they found most helpful before, during, and after reading.

SPECIFIC EXPECTATIONS

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1. TLCC 7-12 Finding Organizational Patterns 16 2. TLCC 7-12 Most/Least Important Ideas 44

Teacher prompts:

Do the character s actions

match or contradict what he or she says in
dialogue? Which sentences in the article
support your conclusions about the author s
opinion? What can we infer from the head-
line of a newspaper article and the photo-
graph used to illustrate it? Which sentences
in the article confirm our inferences? Are any
of our inferences

not

confirmed by the text?

Extending Understanding of Texts

1.5

extend understanding of simple texts and some

teacher-selected complex texts by making basic
connections between the ideas in them and
personal knowledge, experience, and insights;
other texts; and the world around them

(e.g.,
visually depict the main conflict in a story as if
for a book dust jacket, using illustrations, photo-
graphs, or artefacts; use a T-chart or a Venn dia-
gram to compare the experience of a character in
a story to their own experience or the experience
of a character in a different story; comment on
the discussion of a teen issue, such as body image,
in a magazine article, drawing on their own
experience and understanding of the issue)

Teacher prompts:

How do you think this

photograph relates to the situation in the
text? How does reading a story about a
character who overcomes difficulties affect
you? Does it inspire you to overcome diffi-
culties of your own?

Analysing Texts

1.6

analyse texts in terms of the information, ideas,

issues, or themes they explore, examining how
various aspects of the texts contribute to the
presentation or development of these elements

(e.g., explain how the behaviour of the main
character at the climax of the story reveals the
story s theme; show how flashbacks are used in
a graphic novel to explain the present behaviour
of the hero; determine how the diagrams in a
technical manual support the information con-
veyed by the text)

Teacher prompts:

When did you realize what

this story was really about? What made you
understand its theme? If you cover the dia-
grams as you read this technical manual, can
you understand how to operate the equipment?

Evaluating Texts

1.7

evaluate the effectiveness of simple texts and

some teacher-selected complex texts, using
evidence from the text to support their opinions

(e.g., choose which of two articles on a topic such
as fishing or cooking is most informative and

explain the reasons for their choice; select one of
two biographies for further exploration based on
a comparison of subject matter, narrative style,
and visual presentation, and explain the reasons
for their choice)

Teacher prompts:

Explain what you learned

about fishing from the article you chose that
was absent from the other article. Were
there any illustrations or other elements in
this biography that particularly influenced
your choice? What aspects of your favourite
website keep you interested in it?

Critical Literacy

1.8

identify the perspectives and/or biases evident

in simple texts and some teacher-selected com-
plex texts and comment on any questions they
may raise about beliefs, values, and identity

(e.g., choose which depiction of a rebellious
teenager is more accurate the character in
a Young Adult novel or the character in a TV
sitcom and explain why; create dialogue for
an unheard character in a story or song; role-
play the reaction of a minor character in a play
to the resolution of the conflict)

Teacher prompts:

Is there another perspective

that could be presented on this topic? What
information would you need to include if you
were to write on this topic from a different
viewpoint? In what ways are the depictions
of [

gender/sexual orientation/ability/age/
economic circumstances

] in this text similar
to or different from those in other texts you
are familiar with? Does this text make
you feel good about yourself, or not?

By the end of this course, students will:

Text Forms

2.1

identify a few different characteristics of

informational, literary, and graphic text forms
and explain how they help communicate
meaning

(e.g., recipes list ingredients separately
from cooking instructions to help readers assem-
ble the components they need before they start to
cook; drama texts provide stage directions to
help readers visualize the action; newspaper
articles follow the 5 W s pattern to communicate
the most relevant information to the reader effi-
ciently; opinion pieces guide the reader through
the argument by means of a topic sentence, sup-
porting details, and transitional words)

2. Understanding Form and Style

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Teacher prompts:

Why do you think the tools

and materials are listed separately, before the
steps in the procedure are outlined? Does
highlighting the transitional words and
phrases help you follow the development of
the argument?

Text Features

2.2

identify a few different text features and

explain how they help communicate meaning

(e.g., the sections and subheadings in a newspa-
per layout help readers locate global, national,
and local news as well as stories on specific top-
ics; the table of contents and index in a textbook
guide readers to the information they need)

Teacher prompt:

How does the layout of a

print or online newspaper help readers find
the stories they are interested in?

Elements of Style

2.3

identify a few different elements of style in

texts and explain how they help communicate
meaning and enhance the effectiveness of the
text

(e.g., the type of diction used in dialogue
helps to define or reveal character; foreshadow-
ing in a novel helps to create suspense; a play on
words in a song lyric or poem adds an extra
level of meaning)

Teacher prompt:

Do the characters in this

story use slang or any other type of distinctive
language? If so, what purpose does it serve?

By the end of this course, students will:

Reading Familiar Words

3.1

automatically understand most words in class-

room and everyday reading contexts

(e.g.,
words from grade-level texts; jargon and slang
from personal online messaging; terminology in
school-related documents)

Teacher prompt:

Even though some words

crop up regularly, they may not be words
you re able to recognize automatically. Which
words of this kind have you added to your
personal dictionary? How are you using that
list to help you read fluently?

Reading Unfamiliar Words

3.2

use a few different decoding strategies to

read and understand unfamiliar words

(e.g.,
identify root words, prefixes, and suffixes to
predict meaning 3)

Teacher prompt:

What parts of the word

look familiar to you? Where have you
seen this word before? What do you think
it sounds like?

Developing Vocabulary

3.3

identify and use a few different strategies

to expand vocabulary

(e.g., keep lists of new
subject-specific terminology; keep personal
word lists of common prefixes and suffixes)

Teacher prompts:

When you learn a new

word do you try to own it by using it every
day? What vocabulary-building exercises
have helped you most?

By the end of this course, students will:

Metacognition

4.1

describe a few different strategies they used

before, during, and after reading; explain
which ones they found most helpful; and
identify steps they can take to improve as
readers

(e.g., describe an appropriate way to
prepare to read an informational text; 4 deter-
mine whether skimming or scanning is more
useful for reading graphic text 5)

Teacher prompts:

How did previewing the

textbook chapter help you understand where
to find specific types of information? How
did writing sticky notes as you read help you
focus on the important details in the story?
Did completing the graphic organizer help
to clarify your understanding of the text after
reading?

Interconnected Skills

4.2

identify a few different skills in listening,

speaking, writing, viewing, and representing
that help them read more effectively (e.g.,
explain in a conference with the teacher how
a viewing or listening experience helped
them understand a particular text)

Teacher prompts:

How did watching the

television program about Martin Luther King
help you when you were reading the I Have
a Dream speech? What music would make
an appropriate soundtrack for this text? How
does creating a soundtrack for the story clarify
your interpretation of the text?

4. Reflecting on Skills and Strategies

3. Reading With Fluency

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to Preview Text 32

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WRITING

By the end of this course, students will:

Identifying Topic, Purpose, and Audience

1.1

identify the topic, purpose, and audience for

a few different types of writing tasks

(e.g., a
promotional flyer advertising their school for
Grade 8 students in another school; a formal
paragraph stating and explaining an opinion on
a topic for the teacher; a newspaper article and
accompanying photograph for the local newspaper1)

Teacher prompt:

Readers of newspapers see

the photographs and headlines before they
read the articles. What will catch the reader s
eye in this photograph? How will that influ-
ence the way you approach your article?

Generating and Developing Ideas

1.2

generate and focus ideas for potential writing

tasks, using a few different strategies and
print, electronic, and other resources, as appro-
priate

(e.g., create focus questions for a specific
topic; 2 identify key words to narrow an Internet
search about a topic; use a graphic organizer to
connect possible topics to sources of information;
use rapid writing to capture ideas in response to
a series of teacher-provided prompts; record ideas

for writing in a writer s journal or jot journal;
create a grocery list of ideas for writing; use a
table to rank the relevance of questions about a
specific topic)

Teacher prompts:

Did your focus questions

suggest a different way of looking at this
topic? How did working with a partner
help you to develop this topic?

Research

1.3

locate and select information to support ideas

for writing, using a few different strategies
and print, electronic, and other resources, as
appropriate

(e.g., use a teacher-created research
plan and track their progress by means of a
checklist; identify the different types of informa-
tion needed about a topic, such as background
information and definitions of terms; use key
word searches and other browsing strategies to
locate appropriate information and terminology
in online library catalogues, general encyclopae-
dias, and dictionaries; record all sources of infor-
mation using a teacher-provided template based
on conventions for proper documentation and
full acknowledgement of sources and extracts,
recognizing the importance of crediting original
authors and promoting academic honesty; use a
checklist to evaluate sources and information for
accuracy, reliability, and authority)

1. Developing and Organizing

Content

OVERALL EXPECTATIONS

By the end of this course, students will:

1. Developing and Organizing Content:

generate, gather, and organize ideas and information to write

for an intended purpose and audience;

2. Using Knowledge of Form and Style:

draft and revise their writing, using a variety of informational,

literary, and graphic forms and stylistic elements appropriate for the purpose and audience;

3. Applying Knowledge of Conventions:

use editing, proofreading, and publishing skills and

strategies, and knowledge of language conventions, to correct errors, refine expression, and
present their work effectively;

4. Reflecting on Skills and Strategies:

reflect on and identify their strengths as writers, areas for

improvement, and the strategies they found most helpful at different stages in the writing process.

SPECIFIC EXPECTATIONS

1. TLCC 7-12 Setting the Context 102 2. TL Media 7-10 Focus Questions for Discussion Groups 25

Teacher prompts:

Have you developed key

words for searching and grouped them
logically? How can you make your search
more specific to your topic? Be sure to write
down the author s name, the title and publi-
cation date, and the page number for all of
your sources.

Organizing Ideas

1.4

identify, sort, and order main ideas and sup-

porting details for writing tasks, using a few
different strategies and organizational patterns
suited to the content and the purpose for writ-
ing

(e.g., identify key words in questions or
prompts provided in the assignment and use
them to organize information and ideas; high-
light related ideas and information in a brain-
stormed list; collaborate with classmates to
develop headings for grouping data; use the 5 W s
to classify information from a documentary; sort
information for a comparison and contrast essay
using a Venn diagram 3)

Teacher prompt:

What key words could you

use to sort and group your information? Do
the key words suggest a particular order
[

chronological; general to specific

] for present-
ing the information?

Reviewing Content

1.5

determine whether the ideas and information

gathered are relevant to the topic and meet the
requirements of the writing task

(e.g., map
ideas on a graphic organizer to check that they
are all related to the topic and that there are no
gaps; check information and ideas against an
outline of the task requirements)

Teacher prompt:

Do you have all of the

information that you need? How could you
broaden your search to fill any gaps?

By the end of this course, students will:

Form

2.1

write for different purposes and audiences

using a few different informational, graphic,
and literary forms

(e.g., a dialogue to dramatize
two sides of an issue for the class; instructions to
help a beginner perform a computer procedure;
a word collage to express personal feelings about
an Aboriginal issue; text for an illustrated pam-
phlet to share tips about snowboard safety with
classmates)

Teacher prompt:

How will you structure this

dialogue to clarify who is speaking? How
will you make the two speakers sound like
different people?

Voice

2.2

establish an identifiable voice in their writing,

modifying language and tone to suit the form,
audience, and purpose for writing

(e.g., use an
impersonal, objective tone to report on a news
event; use a humorous tone in a review of a
music video; use appropriate slang in a dialogue
between two teenagers)

Teacher prompt:

When is it acceptable

perhaps even necessary to use slang in your
writing? When is slang not appropriate?

Diction

2.3

use appropriate descriptive words, phrases,

and expressions to make their writing clear for
their intended audience

(e.g., find the best five
words to describe a character; list powerful
words that express their viewpoint on a topic in
preparation for a debate; adjust word choice
based on teacher or peer feedback 4)

Teacher prompts:

Can you find a better word

to capture your meaning? Is plain, simple
language more suitable for your present pur-
pose than striking or elaborate language?

Sentence Craft and Fluency

2.4

write complete sentences that communicate

their meaning accurately, varying sentence type,
structure, and length for different purposes
and making logical transitions between ideas

(e.g., distinguish between exclamatory, declara-
tive, imperative, and interrogative sentences
and the purposes for which they are used; use
sentence-combining strategies to add variety
to their writing 5)

Teacher prompts:

Where could you use an

imperative sentence or an exclamation to add
variety to your writing? Which would cap-
ture your reader s interest more effectively
here a statement or a question?

Critical Literacy

2.5

explain how their own beliefs, values, and

experiences are revealed in their writing

(e.g.,
explain how their retelling of a school experience
reflects their own attitude to the event)

Teacher prompts:

What point of view is evident

in your piece of writing? What words or phrases
signal your point of view most clearly? Do
you think your point of view is shared by your

2. Using Knowledge of Form

and Style

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English

peers? Why might some disagree with it?
What ideas or experiences have influenced
you to adopt this position?

Revision

2.6

revise drafts to improve the content, organiza-

tion, and clarity of their written work, using a
variety of teacher-modelled strategies

(e.g., add,
delete, and rearrange information to improve clarity;
insert connecting and/or transition words in or
between sentences to clarify the progression of
ideas; add examples to illustrate a product claim 6)

Teacher prompts:

Are there any key ideas that

are missing? Have you included all of the
details a reader would need to understand
the point you are making? Are there any
unnecessary ideas that could be removed?

Producing Drafts

2.7

produce revised drafts of texts written to

meet criteria identified by the teacher, based
on the curriculum expectations

(e.g., adequate
development of information and ideas, logical
organization, appropriate use of form and style,
appropriate use of conventions)

Teacher prompt:

Refer to your checklist to

keep on track as you draft your writing. If
three examples are required, don t include
fewer than three or more than three.

By the end of this course, students will:

Spelling

3.1

use knowledge of basic spelling rules and

patterns, a few different resources, and appro-
priate strategies to spell familiar and new
words correctly

(e.g., recognize when a word
doesn t look right; generate alternative spellings;
break unfamiliar words into syllables to assist
in spelling; consult dictionaries and electronic
spell checkers; identify homophones words that
sound the same but are spelled differently and
double-check that the correct spelling has been
used; cluster root words and related forms on a
tracking list)

Teacher prompt:

When you look at that word,

what doesn t seem right about it? Where
could you look to check its spelling?

Vocabulary

3.2

build vocabulary for writing by confirming word

meaning(s) and reviewing word choice, using
a few different types of resources and strategies

(e.g., refer to classroom word walls; check word
choice by locating entry words, prefixes, and
information about word origins in online and
print dictionaries, including thematic dictionaries
such as a science dictionary or a dictionary of
synonyms, antonyms, and homonyms; use bilin-
gual or first-language dictionaries to find the
right word[s] to express an idea 7)

Teacher prompt:

Is this the only word you

could use to express this idea? Brainstorm
with a partner to find some alternatives.

Punctuation

3.3

use punctuation correctly to communicate

their intended meaning

(e.g., use an initial
capital letter for the first word in a sentence
and final punctuation appropriate to the sen-
tence type; use commas to separate words in
a list; use quotation marks in dialogue and
direct quotations, including quotations from
a published source)

Teacher prompt:

How do you indicate that

these words are spoken by the character?

Grammar

3.4

use grammar conventions correctly to commu-

nicate their intended meaning clearly

(e.g., write
complete and correct simple, compound, and
complex sentences; consistently make subject
and verb agree and use verb tenses appropriate
to the context)

Teacher prompt:

You have a plural verb in

this sentence. Does it agree with your subject?

Proofreading

3.5

proofread and correct their writing, using

guidelines developed with the teacher and
peers

(e.g., use a highlighter to indicate possible
spelling errors that need to be checked)

Teacher prompt:

Have you had a chance to

read through your writing to check for errors?
Show me two changes that you made.

3. Applying Knowledge of

Conventions

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Publishing

3.6

use a few different presentation features,

including print and script, fonts, graphics,
and layout, to improve the clarity of their writ-
ten work

(e.g., select an appropriate graphic to
illustrate a contribution to the class newspaper;
use computer design software and graphics to
produce items such as a promotional flyer for
a movie or trading cards depicting mythological
figures)

Teacher prompts:

How could you make your

work look more attractive to a reader? Would
the visuals help the reader understand the
text better if they were positioned differently?

Producing Finished Works

3.7

produce pieces of published work to meet

criteria identified by the teacher, based on
the curriculum expectations

(e.g., adequate
development of information and ideas, logical
organization, appropriate use of form and style,
appropriate use of conventions 8)

Teacher prompt:

How do you know when

your work is finished and can t be further
improved?

By the end of this course, students will:

Metacognition

4.1

describe a few different strategies they used

before, during, and after writing; explain
which ones they found most helpful; and
identify steps they can take to improve as
writers

(e.g., explain the benefits of sharing
ideas in small groups about how to get started
and/or what to try when they are stuck)

Teacher prompts:

What strategy do you use

most frequently to get started on a writing
assignment? How effective is it? When you
have difficulty with a writing assignment,
what do you do? What have you learned
about your use of time that you will keep in
mind for the next writing assignment?

Interconnected Skills

4.2

identify some of their skills in listening, speak-

ing, reading, viewing, and representing and
explain how the skills help them write more
effectively

(e.g., describe how their own writing
has been improved by listening to the work of
others)

Teacher prompt:

When you listen to the

news on the radio, does it help you under-
stand how news stories are structured? Do
you see how the news reporter conveys the
most important information to the listener at
the beginning of each story?

Portfolio

4.3

select several pieces of writing that they think

reflect their growth and competence as writers
and explain the reasons for their choice

(e.g.,
identify examples that show their ability to use
their expanded vocabulary in written work)

Teacher prompt:

How has your writing

changed from last year, when you were in
Grade 8? What reasons can you suggest to
explain the difference?

4. Reflecting on Skills and

Strategies

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MEDIA STUDIES

By the end of this course, students will:

Purpose and Audience

1.1

explain how simple media texts and some

teacher-selected complex media texts are creat-
ed to suit particular purposes and audiences

(e.g., advertisements for games and toys use
bright colours and happy images to appeal to
children; horror movies use unusual camera
angles, menacing music, and special effects to
create a spooky atmosphere; a teen magazine
uses teen insider jargon and an offbeat layout to
appeal to its readers desire to establish their
own identity1)

Teacher prompt:

Why do fashion magazines

contain many photographs and relatively
little text?

Interpreting Messages

1.2

interpret simple media texts and some teacher-

selected complex media texts, identifying
some of the overt and implied messages they
convey

(e.g., emotive language used in a news-
paper headline signals a dramatic event; images
of happy families in television advertising for
fast-food restaurants link the product to ideas
of family harmony and togetherness)

Teacher prompts:

What do the words in this

movie poster tell us about the movie? What
else is communicated about the movie

through the design, colours, and images in
the poster? How does the music in this
song support the message of its lyrics?

Evaluating Texts

1.3

evaluate how effectively information and ideas

are communicated in simple media texts and
some teacher-selected complex media texts, and
decide whether the texts achieve their intended
purpose

(e.g., explain why one advertisement is
more likely than another to persuade them to
buy a product;2 determine whether the images
chosen to advertise a product clearly communi-
cate something important or appealing about
the product)

Teacher prompt:

Why is a dog an effective

symbol to communicate a message about
the reliability of a product?

Audience Responses

1.4

identify how different audiences might respond

to selected media texts

(e.g., predict how young,
single males might respond to a car ad for a
family van;3 predict how different peer groups
might respond to a new rap CD)

Teacher prompt:

How might readers of dif-

ferent ages respond to images in magazines
of perfect bodies and luxurious lifestyles?

1. Understanding Media Texts

OVERALL EXPECTATIONS

By the end of this course, students will:

1. Understanding Media Texts:

demonstrate an understanding of a variety of media texts;

2. Understanding Media Forms, Conventions, and Techniques:

identify some media forms and explain

how the conventions and techniques associated with them are used to create meaning;

3. Creating Media Texts:

create a variety of media texts for different purposes and audiences, using

appropriate forms, conventions, and techniques;

4. Reflecting on Skills and Strategies:

reflect on and identify their strengths as media interpreters

and creators, areas for improvement, and the strategies they found most helpful in understanding
and creating media texts.

SPECIFIC EXPECTATIONS

1. TL Media 7-10 Exploring the Key Concepts of Media Literacy 2 2. TL Media 7-10 Evaluating the Effectiveness of Media
Messages 28 3. TL Media 7-10 Examining Multiple Perspectives of an Advertisement 22

Critical Literacy

1.5

identify the perspectives and/or biases evident

in a few simple media texts and teacher-selected
complex media texts and comment on any
questions they may raise about beliefs, values,
and identity

(e.g., identify the perspective
reflected on a CD cover that carries a parental
advisory warning; identify the perspective pre-
sented in a review of a video game)

Teacher prompts:

What does this music

video tell you about the beliefs and values of
the people it portrays? What similarities or
differences do you see between yourself and
the characters portrayed on the CD covers or
in the video games that interest you most?

Production Perspectives

1.6

explain how a few different production, mar-

keting, and distribution factors influence the
media industry

(e.g., explain why a major
recording studio might ask a rock group to sani-
tize some of their lyrics; explain how store
names and locations, lighting, d cor, and signage
in a shopping mall are designed to influence
consumer behaviour)

Teacher prompts:

How do marketing and

advertising campaigns for a CD launch affect
product distribution and sales? How can
the Internet help new artists to promote
themselves?

By the end of this course, students will:

Form

2.1

identify general characteristics of a few differ-

ent media forms and explain how they shape
content and create meaning

(e.g., in a television
ad, a charitable organization soliciting donations
can use film and voice-over narration to drama-
tize the story of an aid recipient, whereas in a
print advertisement it can convey an impression
of the recipient s situation through a still photo-
graph or collage and descriptive text 4)

Teacher prompt:

What does a car ad in a

newspaper automotive supplement tell you
about the product that a television ad doesn t,
and vice versa?

Conventions and Techniques

2.2

identify a few different conventions and/or

techniques used in familiar media forms and
explain how they convey meaning

(e.g., eye-
catching colours and large print and images

on a billboard enable passers-by to process the
message quickly;5 quick cuts in a music video
emphasize the speed and intensity of the
musical beat)

Teacher prompts:

What does the musical

score contribute to the climax of the movie?
How does the font support the message of
this advertisement?

By the end of this course, students will:

Purpose and Audience

3.1

describe the topic, purpose, and audience

for media texts they plan to create

(e.g., a
storyboard for a music video to raise money for
an environmental cause;6 the outline for a radio
broadcast over the school PA system to commem-
orate a famous Canadian)

and identify challenges
they may face in achieving their purpose

Teacher prompt:

How can you make sure

that your video welcoming students to the
school will make students from diverse cul-
tures feel welcome?

Form

3.2

select a media form to suit the topic, purpose,

and audience for a media text they plan to
create, and explain why it is an appropriate
choice

(e.g., a mock menu identifying the main
characters for the back cover copy of a Young
Adult novel that features a caf as a teen hang-
out; a multimedia display to highlight students
athletic achievements)

Teacher prompt:

Why might a human rights

organization choose a music video to deliver
its message? What does the choice of form
tell you about the intended audience for the
message?

Conventions and Techniques

3.3

identify a few different conventions and/or

techniques appropriate to a media form they
plan to use, and explain how these will help
them communicate meaning

(e.g., movie poster
conventions/techniques: visuals suggesting the
characters and setting; text taglines conveying
the theme or plot hook ; symbols/icons signalling
the particular genre, such as weapons and high-
performance vehicles in a techno-thriller)

Teacher prompt:

When creating a cover for

your science notebook, what images, icons,
or graphics would you use? Why?

3. Creating Media Texts

2. Understanding Media Forms,

Conventions, and Techniques

67 MEDIA STUDIES

English

ENG1P

4. TL Media 7-10 Reading Between the Lines (Predictions) 10 5. TL Media 7-10 Exploring the Key Concepts of Media Literacy 2
6. TL Media 7-10 Producing a Public Service Announcement 18

Producing Media Texts

3.4

produce media texts for a few different pur-

poses and audiences, using appropriate forms,
conventions, and techniques

(e.g., a dinner menu
to attract a family clientele to a restaurant; a
poster to promote events such as Black History
Month or Asian History Month)

Teacher prompt:

What should you include in

a phone directory ad for a friend or relative s
business?

By the end of this course, students will:

Metacognition

4.1

describe a few different strategies they used in

interpreting and creating media texts and
explain how these and other strategies can
help them improve as media interpreters and
producers

(e.g., explain how a checklist helped
them increase their awareness of media market-
ing strategies and consumer responses)

Teacher prompt:

What strategies helped you

recognize the target audience for a CD cover?

Interconnected Skills

4.2

identify a few different skills in listening,

speaking, reading, and writing that help them
interpret and produce media texts

(e.g., under-
standing how to select key words to include in
an oral or written summary can help them create
effective copy for an informational poster)

Teacher prompt:

How could explaining to

someone why you like a product help you
generate ideas for advertising it?

4. Reflecting on Skills and Strategies

68 THE ONT

A

RIO CURRICUL

UM,

GR

ADES 9 AND 10

English

Gr

ade 9,

A

pplied

This course is designed to extend the range of oral communication, reading, writing, and
media literacy skills that students need for success in their secondary school academic
programs and in their daily lives. Students will analyse literary texts from contemporary
and historical periods, interpret and evaluate informational and graphic texts, and create
oral, written, and media texts in a variety of forms. An important focus will be on the
selective use of strategies that contribute to effective communication. This course is
intended to prepare students for the compulsory Grade 11 university or college prepara-
tion course.

Prerequisite:

English, Grade 9, Academic or Applied

English, Grade 10

Academic

ENG2D

Key to Footnote References

The footnotes throughout this course contain abbreviated references to teacher resource
guides in the ministry s Think Literacy Library , available on the ministry website, at

www.edu.gov.on.ca

. The guides are identified as follows:

TLCC 7-12 refers to the main guide,

Think Literacy: Cross-Curricular Approaches, Grades 7 12.

TLE 7-9 and TLE 10-12 refer to the subject-specific guides for Language/English, Grades 7 9,
and English, Grades 10 12.

69

70 THE ONT

A

RIO CURRICUL

UM,

GR

ADES 9 AND 10

English

ORAL COMMUNICATION

By the end of this course, students will:

Purpose

1.1

identify the purpose of a variety of listening

tasks and set goals for specific tasks

(e.g., listen
to a teacher read a prose selection aloud in order
to identify how the rhythm of the sentences enhances
the mood; clarify and extend the ideas of others
in a class discussion;1 synthesize information
from a guest speaker s presentation)

Teacher prompt:

How can you plan a

response when listening to an opponent s
presentation during a debate?

Using Active Listening Strategies

1.2

select and use appropriate active listening

strategies when participating in a variety
of classroom interactions

(e.g., ask questions
and respond to the ideas of others during a
class discussion about a short story;2 maintain
attentiveness and focus during a guest speaker s
presentation)

Teacher prompt:

How do you acknowledge

others ideas during a class discussion?

Using Listening Comprehension Strategies

1.3

select and use appropriate listening compre-

hension strategies before, during, and after
listening to understand oral texts, including
increasingly complex texts

(e.g., make jot notes
during a class discussion about character devel-
opment; discuss, in a small group, other classmates

ideas about a controversial issue in order to
understand divergent opinions 3)

Teacher prompt:

What makes it hard for you

to understand ideas during a class discussion?
What strategies could you try that might help?

Demonstrating Understanding of Content

1.4

identify the important information and ideas

in oral texts, including increasingly complex texts,
in a variety of ways

(e.g., listen to a read-aloud
of a scene from a Shakespeare play and summarize
the content; use a graphic organizer to compile the
main ideas and supporting details from several
television newscasts about a current event/issue 4)

Teacher prompt:

What conflict is being devel-

oped in these two scenes from the play? Which
scene do you understand most clearly? Why?

Interpreting Texts

1.5

develop and explain interpretations of oral

texts, including increasingly complex texts,
using evidence from the text and the oral and
visual cues used in it to support their interpre-
tations

(e.g., explain how the narrator s tone in
the voice-over influenced their interpretation
of the visuals in a movie trailer; explain similar-
ities and differences between the deliveries of
a monologue in the stage and film productions
of a play)

Teacher prompt:

What lines in the voice-

over in the movie trailer did you interpret
differently from your partner? How does the
dialogue in the scene clips support each of
your interpretations?

1. Listening to Understand

OVERALL EXPECTATIONS

By the end of this course, students will:

1. Listening to Understand:

listen in order to understand and respond appropriately in a variety of

situations for a variety of purposes;

2. Speaking to Communicate:

use speaking skills and strategies appropriately to communicate

with different audiences for a variety of purposes;

3. Reflecting on Skills and Strategies:

reflect on and identify their strengths as listeners and speakers,

areas for improvement, and the strategies they found most helpful in oral communication situations.

SPECIFIC EXPECTATIONS

1. TLCC 7-12 Discussion Etiquette 176 and Group Roles 158 2. TLCC 7-12 Discussion Etiquette 176 3. TLCC 7-12 Triangle
Debate 186 4. TLCC 7-12 Most/Least Important Ideas and Information 44

Extending Understanding of Texts

1.6

extend understanding of oral texts, including

increasingly complex texts, by making connec-
tions between the ideas in them and personal
knowledge, experience, and insights; other texts;
and the world around them

(e.g., compare their
own delivery of a Shakespearean monologue with
deliveries by their classmates or in professional
productions; use role play and drama to explore
ideas, emotions, and issues presented in oral texts;
listen to a professionally recorded play and then
explain how a character s struggle resonated with
a personal experience)

Teacher prompt:

What issues in Shakespeare s

play are still important today? Why are they
important? How are the same issues addressed
in the modern play that we watched?

Analysing Texts

1.7

analyse oral texts, including increasingly com-

plex texts, focusing on the ways in which they
communicate information, ideas, issues, and
themes and influence the listener s/viewer s
response

(e.g., explain how a fellow student has
used a combination of personal anecdotes and
research to support his or her opinion in a pres-
entation; review a radio news broadcast and
examine the effective use of sound bites to
inform and engage the audience)

Teacher prompts:

What elements in the oral

presentation strengthened your understand-
ing of the issues discussed in class? What
effect did the speaker s anecdotes have on
your response to the topic?

Critical Literacy

1.8

identify and analyse the perspectives and/or

biases evident in oral texts, including increas-
ingly complex texts, and comment on any
questions they may raise about beliefs, values,
identity, and power

(e.g., listen to and then dis-
cuss mock interviews for a variety of job types;
assess testimonial commercials; analyse the
language used in role plays)

Teacher prompts:

How does the speaker s use

of slang, idioms, or figures of speech allow the
speaker to appeal to the perspective of a par-
ticular audience? What effect does this have?
Which of the speaker s statements are facts?
Which are opinions? Is there a balance between
the two? Which make the presentation more
convincing? Do you think the speaker s
position on the subject is balanced or fair?
What in the speaker s background or expe-
rience [

e.g., ethnocultural heritage, economic
status, gender, sexual orientation, race, age,
religion

] might affect his or her position on
the subject?

Understanding Presentation Strategies

1.9

evaluate the effectiveness of a variety of pres-

entation strategies used in oral texts, including
increasingly complex texts, and suggest other
strategies that could be used effectively

(e.g.,
examine how body language and vocal inflection
enhance the delivery of a dramatic monologue;
detect the use of emotionally laden language to
persuade the audience to accept a point of view,
and assess its effectiveness; evaluate the balance
between the use of multimedia slides and the
performance of the speaker in order to assess the
effectiveness of the delivery of the message 5)

Teacher prompts:

How did the actor s body

language reveal his character? What sug-
gestions would you offer the presenters to help
them engage their audience more effectively?

By the end of this course, students will:

Purpose

2.1

communicate orally for a variety of purposes,

using language appropriate for the intended
audience

(e.g., prepare a group read-aloud of
a short story for a school-wide literary festival;
prepare a Speakers Corner message about a
contemporary issue;6 create and present a skit
involving characters who hold opposing views
on a topic; make a class presentation on the
issues affecting Aboriginal communities)

Teacher prompt:

How could you use differ-

ent voices and varying volume to strengthen
the effectiveness of your group read-aloud?

Interpersonal Speaking Strategies

2.2

demonstrate an understanding of a variety of

interpersonal speaking strategies and adapt
them to suit the purpose, situation, and audi-
ence, exhibiting sensitivity to cultural differ-
ences

(e.g., adapt speech according to the role/
responsibility assumed in a reading-circle dis-
cussion; negotiate consensus, when appropriate,
by identifying the commonalities among the var-
ious points of view; use language and forms of
address that are appropriate for the level of for-
mality of the situation7)

Teacher prompts:

How does your awareness

of your audience affect the way you prepare
to deliver a presentation? What strategies
do you use to keep the audience engaged
while you refer to your notes during the
presentation? How can you minimize your
use of notes?

2. Speaking to Communicate

71 OR
AL C

O

MMUNIC

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ION

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ENG2D

5. TL Media 7-10 Reading Graphical Texts 6 6. TLE 10-12 Speakers Corner 80 7. TLCC 7-12 Discussion Etiquette 176

Clarity and Coherence

2.3

communicate in a clear, coherent manner,

using a structure and style appropriate to the
purpose, subject matter, and intended audi-
ence

(e.g., identify and use specific references
from a text to strengthen arguments in a presen-
tation;8 present an argument that has a clearly
stated purpose, point-by-point development, and
relevant supporting details)

Teacher prompt:

How could you introduce

your topic to engage a specific audience?

Diction and Devices

2.4

use appropriate words, phrases, and terminol-

ogy, and several different stylistic devices, to
communicate their meaning and engage their
intended audience

(e.g., use examples of idioms
from diverse cultures to illustrate a concept during
a presentation; use emotive language in a per-
suasive appeal to a large group; use contemporary
English to adapt a Shakespearean soliloquy)

Teacher prompt:

What changes in meaning

occur when you modernize Shakespearean
language?

Vocal Strategies

2.5

identify a variety of vocal strategies, including

tone, pace, pitch, and volume, and use them
appropriately and with sensitivity to audience
needs and cultural differences

(e.g., enunciate
clearly, while varying tone, pace, and volume, to
ensure that all members of a diverse audience
will understand the message;9 adjust volume,
pace, and pitch to suit the purpose of speaking
and the size and type of audience;10 adapt voice
to role-play the subject of a biography for a
mock interview)

Teacher prompt:

How will you adapt your

voice to create a strong sense of the person
you are portraying?

Non-Verbal Cues

2.6

identify a variety of non-verbal cues, including

facial expressions, gestures, and eye contact,
and use them appropriately to help convey
their meaning and with sensitivity to audience
needs and cultural differences

(e.g., use a vari-
ety of non-verbal cues to enhance a dramatic
reading; assume a posture that maintains an
engagement with the audience when giving a
presentation;11 play charades in a small group12)

Teacher prompt:

What non-verbal cues will

you use to enhance and clarify your oral
reading of the poem?

Audio-Visual Aids

2.7

use a variety of audio-visual aids appropriate-

ly to support and enhance oral presentations
and to engage an audience

(e.g., use graphic
organizers on an overhead projector to compare
the elements of two short stories; use costumes
and props to enhance a dramatic presentation)

Teacher prompt:

How could you use visual

aids to capture the audience s interest at the
beginning of your presentation?

By the end of this course, students will:

Metacognition

3.1

describe a variety of strategies they used

before, during, and after listening and speak-
ing; explain which ones they found most help-
ful; and identify steps they can take to
improve their oral communication skills

(e.g.,
explain how they used visual and audio aids to
clarify ideas in a small-group presentation; dis-
cuss what they find most difficult about present-
ing orally in class, and list strategies that might
make it easier)

Teacher prompts:

How do you check to be

sure that the audience understands what you
are saying? How would you describe the
way you participate in group discussions?
What strategies did you use to help you
transfer what you heard into what you need-
ed to know?

Interconnected Skills

3.2

identify a variety of their skills in viewing,

representing, reading, and writing and explain
how the skills help them improve their oral
communication skills

(e.g., identify and explain
narrative techniques that they could incorporate
into a group oral presentation; explain how
reading a humorous short story improves their
ability to tell amusing anecdotes of their own)

Teacher prompts:

What have you learned

from a study of poetry that can be applied to
effective speaking? What can you learn
from a study of propaganda that can be
applied to debating skills?

3. Reflecting on Skills and Strategies

72 THE ONT

A

RIO CURRICUL

UM,

GR

ADES 9 AND 10

English

Gr

ade 10,

A

c

ademic

8. TL Library Research 9-12 Developing Keywords and Search Plans 12 9. TL ESL/ELD Part I Inside/Outside Circle 16
10. TLCC 7-12 Effective Presentation Skills 196 11. TLCC 7-12 Effective Presentation Skills 196 12. TL ESL/ELD Part I
Inside/Outside Circle 16

By the end of this course, students will:

Variety of Texts

1.1

read a variety of student- and teacher-selected

texts from diverse cultures and historical peri-
ods, identifying specific purposes for reading

(e.g., compare the diction and imagery used in a
contemporary poem and a poem on the same
theme from a different historical period; develop
a character sketch based on a brief biography of
a historical figure they admire to prepare for a
short role-play presentation; 1 use an electronic
database to locate information from various
sources about religious or cultural practices of an
ethnic group different from their own)

Teacher prompts:

Why should we read texts

from or about other times and other cultures?
Review the list in your reading log of the
various texts you ve read this year. Which ones
did you find most enjoyable to read? Why?

Using Reading Comprehension Strategies

1.2

select and use appropriate reading comprehen-

sion strategies before, during, and after reading
to understand texts, including increasingly com-
plex texts

(e.g., make jot notes based on teacher
prompts during a read-aloud; 2 pose questions
about a character s motivation or actions in a
fictional text; role-play alternative solutions to a
conflict presented in a text; activate prior knowl-
edge about a topic using an anticipation guide)

Teacher prompt:

How does asking questions

help you develop your understanding of
character?

Demonstrating Understanding of Content

1.3

identify the most important ideas and sup-

porting details in texts, including increasingly
complex texts

(e.g., flag key passages that reveal
character in a text; highlight or make notes about
ideas or details that support the author s thesis; 3
prepare a series of tableaux to represent key events
in a story; determine what essential information
is conveyed by the captions in a graphic text)

Teacher prompt:

What details in the essay are

most necessary to support the author s thesis?

Making Inferences

1.4

make and explain inferences about texts,

including increasingly complex texts, support-
ing their explanations with well-chosen stated
and implied ideas from the texts

(e.g., explain
what the dialogue in the story indirectly or
implicitly reveals about a character; make infer-
ences about the target audience for two different
newspapers based on the stories the papers feature
most prominently and cover in most detail)

Teacher prompts:

What is the subtext in the

conversation between these two characters?
What can we infer from the arrangement of
the news on the front page and following
pages of a newspaper?

1. Reading for Meaning

73 READING

A

ND

LITER

A

TURE

STUDIES

READING AND LITERATURE STUDIES

OVERALL EXPECTATIONS

By the end of this course, students will:

1. Reading for Meaning:

read and demonstrate an understanding of a variety of literary, informational,

and graphic texts, using a range of strategies to construct meaning;

2. Understanding Form and Style:

recognize a variety of text forms, text features, and stylistic elements

and demonstrate understanding of how they help communicate meaning;

3. Reading With Fluency:

use knowledge of words and cueing systems to read fluently;

4. Reflecting on Skills and Strategies:

reflect on and identify their strengths as readers, areas for

improvement, and the strategies they found most helpful before, during, and after reading.

SPECIFIC EXPECTATIONS

English

ENG2D

1. TLCC Presentation Modelling 194 2. TLE 7-9 Some Tips for Making Notes 27 3. TLCC 7-12 I Read/I Think/Therefore 70

74 THE ONT

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RIO CURRICUL

UM,

GR

ADES 9 AND 10

English

Gr

ade 10,

A

c

ademic

Extending Understanding of Texts

1.5

extend understanding of texts, including

increasingly complex texts, by making appro-
priate connections between the ideas in them
and personal knowledge, experience, and
insights; other texts; and the world around
them

(e.g., recall similar structures of texts pre-
viously read to help in analysing a new text;
with a partner, role-play a mock interview about
a public personality s reaction to a recent profile
in a print or online source; explain how some-
thing in your own experience or background has
influenced your understanding of a character s
behaviour)

Teacher prompts:

How would you respond if

someone described you in these terms?
Based on your own experience, do you find
this opinion piece convincing?

Analysing Texts

1.6

analyse texts in terms of the information,

ideas, issues, or themes they explore, examin-
ing how various aspects of the texts contribute
to the presentation or development of these
elements

(e.g., explain how figures of speech in
a text highlight the theme and help create a
mood; determine how the setting in two short
stories helps clarify each story s main theme)

Teacher prompts:

How does setting the story

in a prison contribute to the development of
the theme? Each of the characters in the play
grapples with a different kind of problem.
What does each of their stories contribute to
the central theme?

Evaluating Texts

1.7

evaluate the effectiveness of texts, including

increasingly complex texts, using evidence
from the text to support their opinions

(e.g.,
explain why the plot of a novel is believable or
not; explain why one online information source
is more useful than another; explain some of the
ways in which a particular novel engages the
reader; explain why the wording of the text in
an advertisement succeeds in capturing the
attention of its teen audience)

Teacher prompts:

Is the author relying too

much on coincidence to resolve the plot? Is
the behaviour of the characters believable in
the circumstances? How does the first
chapter of the novel engage your attention
and make you want to read further?

Critical Literacy

1.8

identify and analyse the perspectives and/or

biases evident in texts, including increasingly
complex texts, and comment on any questions
they may raise about beliefs, values, identity,
and power

(e.g., determine the fairness of depic-
tions of comic characters in a Shakespeare play,
of the antagonist or villain in a novel, of poverty
and poor people in a newspaper article)

Teacher prompts:

In what ways is the comic

character or villain in this text different
from the hero? When you consider such dif-
ferences in another context, do they still
strike you as laughable or evil? Do other
texts you have read depict differences as
comic or negative? What effect would a
change in the character s gender or ethnocul-
tural background have on the way the events
are described in the text?

By the end of this course, students will:

Text Forms

2.1

identify a variety of characteristics of literary,

informational, and graphic text forms and
explain how they help communicate meaning

(e.g., explain the function of setting in a short
story; explain the function of rhyme in a sonnet;
explain the role of a refrain or repeated phrase
in a ballad or story; explain the function of tran-
sition words in an opinion piece or argument;
explain the role of a comparison and contrast
structure in a persuasive essay or a book review;
explain why some characters in a Shakespeare
play speak mainly in verse and others mainly or
only in prose)

Teacher prompts:

How do the rhyme changes

between one quatrain and the next and be-
tween the quatrains and the final couplet
help you follow the argument or develop-
ing idea in the poem? How do the visual
components of a graphic novel complement
the written text? How does the layout of a
concrete poem contribute to its meaning?

Text Features

2.2

identify a variety of text features and explain

how they help communicate meaning

(e.g.,
explanatory titles or epigraphs for individual
chapters in a novel; logo size, illustrations, font
sizes, and colour in an advertisement)

Teacher prompts:

How do the pull-out

quotes in a magazine article influence the
reader? Why is the logo featured so promi-
nently in this advertisement?

2. Understanding Form and Style

Elements of Style

2.3

identify a variety of elements of style in texts

and explain how they help communicate
meaning and enhance the effectiveness of the
texts

(e.g., determine the differences in meaning
or effect when the same symbol, such as the sun
or water, is used in two different poems; compare
the images, symbols, and literary devices used in
an Aboriginal myth and a Greek myth; explain
how a mythical allusion in a piece of literature
or an advertisement enhances the theme or mes-
sage; determine what effects are achieved in works
by two different authors, one of whom uses a
variety of sentence types while the other does not)

Teacher prompts:

What effect is achieved by

the use of so many short, simple declarative
sentences? What effect is created when life-
less things are described as having human
feelings as in the moaning wind ? What
effect is created when something very trivial
is compared to something very important, or
vice versa?

By the end of this course, students will:

Reading Familiar Words

3.1

automatically understand most words in a

variety of reading contexts

(e.g., idioms,
euphemisms, and slang expressions in literary
texts; academic and technical terms in reports
and essays; the different meanings of a familiar
word in different contexts)

Teacher prompt:

Did previous encounters

with these technical terms in your textbook
help you to understand them in this new
context?

Reading Unfamiliar Words

3.2

use appropriate decoding strategies to read

and understand unfamiliar words

(e.g., use a
dictionary of foreign words and expressions to
find the meaning of foreign words and phrases
in dialogue in a novel; use knowledge of pre-
fixes, suffixes, and roots to predict meaning;
make personal lists of common prefixes and
suffixes for easy reference; read beyond an
unfamiliar word or phrase to infer meaning
from the overall sense of the passage)

Teacher prompts:

Reread the whole para-

graph as many times as you need to to clarify
the meaning. What context clues can you
use to figure out the meaning of the word?

Developing Vocabulary

3.3

identify and use a variety of strategies to

expand vocabulary

(e.g., identify examples of
idioms, euphemisms, slang, dialect, acronyms,
academic language, and technical terminology
and use a variety of resources to check their
meaning; review the etymology of unfamiliar
words in an etymological dictionary)

Teacher prompts:

How do you think new

words make it into a dictionary? Are some
sources better than others for checking the
meaning of new or specialized words?

By the end of this course, students will:

Metacognition

4.1

describe a variety of strategies they used before,

during, and after reading; explain which ones
they found most helpful; and identify detailed
steps they can take to improve as readers

(e.g.,
describe the strategies they used in reading a
short story and explain how the strategies were
helpful; use a Venn diagram to identify which
strategies are useful at a particular stage of the
reading process and which are useful at more
than one stage or at all stages)

Teacher prompts:

How did the use of an

anticipation guide help you in reading the
short story? Explain how you visualize text
and why visualizing is important to the read-
ing process. How did the role-play activity
extend your understanding of the conflicts in
the text?

Interconnected Skills

4.2

identify a variety of their skills in listening,

speaking, writing, viewing, and representing
and explain how the skills help them read
more effectively

(e.g., describe in a double-entry
journal how viewing pictures of a historical
period contributes to their understanding of
fiction set in that period)

Teacher prompts:

How did viewing and

making jot notes on the slide presentation
about the historical period help you to
understand the novel s setting? Did creat-
ing a role-play about the conflict contribute
anything new to your understanding of the
central character s motivation?

4. Reflecting on Skills and Strategies

3. Reading With Fluency

75 READING

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LITER

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STUDIES

English

ENG2D

76 THE ONT

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RIO CURRICUL

UM,

GR

ADES 9 AND 10

English

Gr

ade 10,

A

c

ademic

WRITING

By the end of this course, students will:

Identifying Topic, Purpose, and Audience

1.1

identify the topic, purpose, and audience for a

variety of writing tasks

(e.g., an academic essay
examining a theme in one of Shakespeare s plays
for the teacher; a speech about an Aboriginal
leader or role model for peers; a rite-of-passage
narrative relating the experience of a fictional
character for peers and adults; a narrative about
a significant personal moment in their own Grade 9
experience for new Grade 9 students; an article
on a local issue for a community newspaper 1)

Teacher prompt:

What is your principal

audience? What approach could you take in
your writing to appeal to that audience?

Generating and Developing Ideas

1.2

generate, expand, explore, and focus ideas

for potential writing tasks, using a variety
of strategies and print, electronic, and other
resources, as appropriate

(e.g., free write or
consult a writing journal to evolve or focus a
topic for a narrative; identify and rank focus
questions for further investigation; 2 brainstorm
in a small group to create a list of potential topics
and questions for enquiry; conduct an electronic
search for information on an author for a class
project; summarize and paraphrase information

and ideas in point-form notes; use formal debate
strategies to explore ideas prior to research)

Teacher prompt:

Which topics are closest

to your own experience? Which will likely
require the most research?

Research

1.3

locate and select information to appropriately

support ideas for writing, using a variety of
strategies and print, electronic, and other
resources, as appropriate

(e.g., create a research
plan and track their progress using a research
portfolio; identify a range of sources in school
or public libraries and on the Internet that will
provide the most appropriate information for an
assignment; interview family and community
members, experts, or witnesses to events; use key
word searches and other browsing strategies to
locate a range of periodical and e-book information
in online databases; accurately record page refer-
ences for information from primary sources; record
all sources of information in a list of works cited
or references, observing conventions for proper
documentation and full acknowledgement of
sources and extracts, in recognition of the need
to credit original authors and promote academic
honesty; use a detailed template to evaluate sources
and information for reliability, accuracy, currency,
and relevance to the topic; discuss the information
selected, the progress of their research to date,
and new sources to consider with the teacher
or teacher-librarian)

1. Developing and Organizing Content

OVERALL EXPECTATIONS

By the end of this course, students will:

1. Developing and Organizing Content:

generate, gather, and organize ideas and information to write

for an intended purpose and audience;

2. Using Knowledge of Form and Style:

draft and revise their writing, using a variety of literary,

informational, and graphic forms and stylistic elements appropriate for the purpose and audience;

3. Applying Knowledge of Conventions:

use editing, proofreading, and publishing skills and

strategies, and knowledge of language conventions, to correct errors, refine expression, and
present their work effectively;

4. Reflecting on Skills and Strategies:

reflect on and identify their strengths as writers, areas for

improvement, and the strategies they found most helpful at different stages in the writing process.

SPECIFIC EXPECTATIONS

1. TLE 7-9 Setting the Context (using R.A.F.T.S.) 32 2. TL Library Research 7-12 Generating Ideas: Setting the Context 8

Teacher prompts:

Which research sources did

you find most useful? How do you know
your sources are credible? What did non-
print resources [

e.g., taped interviews

] con-
tribute to the information you collected?

Organizing Ideas

1.4

identify, sort, and order main ideas and sup-

porting details for writing tasks, using a variety
of strategies and organizational patterns suited
to the content and the purpose for writing

(e.g.,
use a clear statement of their topic or thesis to
highlight the main points they plan to cover in a
persuasive magazine article; 3 identify appropriate
classification categories and use them to itemize
the characteristics of a protagonist in a story or
play; use a cause-and-effect chart to organize an
argument for an essay;4 develop an extended
metaphor as a prompt for writing a poem; use a
web diagram to show how quotations from a text
support their argument in an opinion piece; clas-
sify images from song lyrics for a music review;
use a timeline to trace the development of a trag-
ic hero for an in-class essay)

Teacher prompts:

Why would it be more effec-

tive, in some writing pieces, to begin with the
most important points? Why should you use
adjectives sparingly in this writing selection?

Reviewing Content

1.5

determine whether the ideas and information

gathered are relevant to the topic, accurate, and
complete and appropriately meet the require-
ments of the writing task

(e.g., verify information
in another source; review supporting quotations
to ensure that they accurately illustrate the intended
point; use a checklist to ensure that all main
points are adequately supported)

Teacher prompts:

How do you know that

your data are valid? Are there inconsisten-
cies in your information? Are there signifi-
cant omissions that need to be addressed?

By the end of this course, students will:

Form

2.1

write for different purposes and audiences

using a variety of literary, graphic, and
informational forms

(e.g., a speech to persuade
their peers to take action on an issue; a myth or
updated fairy tale for young children; a review
of a music CD or a song to be shared with the
class; the cover for a talking books CD for a
senior; a biography about a family member)

Teacher prompts:

What changes would you

need to make to a persuasive essay to convert
it into an effective speech? What standard
elements of a fairy tale should you be sure to
include in your new version? What elements
could you leave out?

Voice

2.2

establish a distinctive voice in their writing,

modifying language and tone skilfully to suit
the form, audience, and purpose for writing

(e.g., rewrite a story by a favourite author, adopting
the point of view and voice of a character other
than the original narrator, or of an entirely new
character; use a formal, impersonal voice in an
essay to communicate their intention to maintain
objectivity; use imagery that reveals or reflects their
mood or attitude in a lyrical free verse poem)

Teacher prompt:

What kinds of images might

give the reader clues about whether the speaker
in your poem is happy or sad?

Diction

2.3

use appropriate descriptive and evocative words,

phrases, and expressions to make their writing
clear, vivid, and interesting for their intended
audience

(e.g., identify concrete, specific words
they can use to depict objects and events vividly
and with exactness; identify long-winded expressions
they can replace with more concise language5)

Teacher prompts:

What tells you more about

the kind of food the characters ate, the phrase
gooey dark chocolate fudge cake or the word
dessert ? Is there a shorter way to say The
fact of the matter is , or At this point in time ?

Sentence Craft and Fluency

2.4

write complete sentences that communicate

their meaning clearly and accurately, varying
sentence type, structure, and length to suit
different purposes and making smooth and
logical transitions between ideas

(e.g., use a
variety of sentence structures, including compound-
complex sentences; use prepositional and par-
ticipial phrases and adjectival and adverbial
clauses to add details and/or qualifying informa-
tion; insert rhetorical questions for emphasis in
an argumentative essay; insert a sentence fragment
to interrupt the flow in a paragraph for effect; 6
use subject-verb inversion to vary sentence rhythm)

Teacher prompts:

How could you change some

sentences in the paragraph to avoid using the
same sentence patterns over and over again?
How could you add this necessary informa-
tion without writing a complete new sentence
for each separate detail?

2. Using Knowledge of Form and Style

77 WRITING

English

ENG2D

3. TLE 10-12 Developing and Organizing Ideas: Writing a Series of Paragraphs to Express an Opinion 42 4. TL Library Research
7-12 Developing and Organizing Ideas: Looking for Relationships 24 5. TLE 7-9 Writing with Precision 44 6. TLE 10-12
Revising and Editing Modelled Writing 50

Critical Literacy

2.5

explain how their own beliefs, values, and

experiences are revealed in their writing

(e.g.,
compare their writing on a topic with a piece
written from a different viewpoint and identify
and explain the differences; write in-role to sup-
port an opinion with which they personally dis-
agree and use feedback from a partner to assess
whether they have represented the position fairly)

Teacher prompts:

Did examining a different

perspective on the topic alter your own ideas
about the topic? Whose voices might be inac-
curately represented or not heard in your
writing?

Revision

2.6

revise drafts to improve the content, organiza-

tion, clarity, and style of their written work,
using a variety of teacher-modelled strategies

(e.g., reinforce a mood or feeling by sharpening
the focus of the imagery and other rhetorical
devices in a poem or short story; identify and
remove redundancies and clarify or expand sup-
porting details; rearrange ideas to improve par-
allel structure in a comparison and contrast essay 7)

Teacher prompts:

Can your writing partner

clearly identify your thesis? Which images
has your writing partner identified as least
effective? Have you positioned the support-
ing quotations you have selected appropriately
for the best effect?

Producing Drafts

2.7

produce revised drafts of texts, including increas-

ingly complex texts, written to meet criteria
identified by the teacher, based on the curricu-
lum expectations

(e.g., adequate development of
information and ideas, logical organization,
appropriate use of form and style, appropriate
use of conventions)

Teacher prompts:

As a final check for clarity,

try writing a summary of your draft. Identify
and count the different sentence structures you
have used in your draft. Would your writing
be more interesting if you used a greater
variety of sentence types and structures?

By the end of this course, students will:

Spelling

3.1

use knowledge of spelling rules and patterns,

a variety of resources, and appropriate strate-
gies to recognize and correct their own and

others spelling errors

(e.g., spell correctly
specific historical, academic, and literary terms
used in course materials; relate spelling patterns
to word origin and meaning by examining the
linguistic roots of words;8 maintain a list of words
with trick spellings; use print and electronic
spelling resources and knowledge of some inter-
national spelling variations to check accuracy
and select preferred Canadian spellings where
appropriate;9 use understanding of sound-symbol
relationships, word structures, word meanings,
and generalizations about spelling to identify
and correct misspellings10)

Teacher prompt:

If you find a word that may

be misspelled, highlight or underline it so
that your partner can check the spelling.

Vocabulary

3.2

build vocabulary for writing by confirming

word meaning(s) and reviewing and refining
word choice, using a variety of resources and
strategies, as appropriate for the purpose

(e.g., find specialized or academic vocabulary in
reference resource materials to replace vague or
inaccurately used words;11 maintain a list of
examples of technical terms and media phrases
with their uses in various contexts; 12 maintain a
list of homonyms, with their different meanings
and uses in context; use a dictionary to find the
etymology of unfamiliar words in a history or
science article)

Teacher prompt:

How do you go about build-

ing a writing vocabulary? What strategies do
you use to incorporate into your writing some
of the new words that you encounter in your
reading?

Punctuation

3.3

use punctuation correctly and appropriately to

communicate their intended meaning

(e.g., use
the semicolon to separate independent clauses
and items in a list that contain sublists separated
by commas; use underlining or italics to indicate
book titles; use quotation marks to indicate titles
of shorter works)

Teacher prompts:

It was a good idea to com-

bine these two sentences into one, but have
you used the right punctuation mark to
separate the two clauses? How should we
punctuate this list when some of the items
in it already include lists of their own?

Grammar

3.4

use grammar conventions correctly and

appropriately to communicate their intended
meaning clearly and fluently

(e.g., construct a

3. Applying Knowledge of Conventions

78 THE ONT

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ADES 9 AND 10

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ade 10,

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ademic

7. TLCC 7-12 Revising and Editing: Asking Questions to Revise Writing 128 8. TLE 7-9 Sample Roots and Prefixes 54
9. TLCC 7-12 Proofreading Without Partners 137 10. TLE 7-9 Spelling Strategies Inventory 5 11. TLCC 7-12 Creating a Word
Wall 30 12. TL Media 7-10 A Guide to Reading Visual Texts and Advertisements 8

variety of phrases and clauses and arrange them
appropriately to write complete and correct sim-
ple, compound, complex, and compound-complex
sentences; select verb tenses appropriate to the
particular context; make subjects and verbs agree;
make pronouns agree with their antecedents)

Teacher prompts:

How will highlighting

subjects and their attendant verbs help you
identify sentence fragments? What do you
need to change in your sentence to make the
verb agree with the subject?

Proofreading

3.5

proofread and correct their writing, using

guidelines developed with the teacher and
peers

(e.g., consult print and electronic resources
to ensure that words with more than one conno-
tation are used appropriately in the context;
discuss with a partner how to correct identified
problems 13)

Teacher prompts:

Are there some kinds of

errors you make more often than others?
What can you do to catch such repeated
errors? Why is the role of an editor so
important?

Publishing

3.6

use a variety of presentation features, includ-

ing print and script, fonts, graphics, and lay-
out, to improve the clarity and coherence of
their work and to heighten its appeal for their
audience

(e.g., format written work to meet the
requirements of a particular publication; use an
engaging design and layout for an anthology of
their poetry; choose appropriate fonts and design
an eye-catching layout for the front and back
covers of a teen magazine)

Teacher prompt:

Have a look at these news-

papers and magazines. Do you see any designs
or layouts you d like to emulate in your final
product?

Producing Finished Works

3.7

produce pieces of published work to meet

criteria identified by the teacher, based on
the curriculum expectations

(e.g., adequate
development of information and ideas, logical
organization, appropriate use of form and style,
appropriate use of conventions)

Teacher prompt:

What would a complete

character sketch include?

By the end of this course, students will:

Metacognition

4.1

describe a variety of strategies they used

before, during, and after writing; explain
which ones they found most helpful; and
identify appropriate steps they can take to
improve as writers

(e.g., explain the benefits of
sharing their brainstorming list with a partner;
identify the graphic organizers they find most
useful for organizing their writing ideas and the
characteristics that make them useful; identify
the proofreading technique or tip they found
most helpful)

Teacher prompts:

How did the collaborative

brainstorming session help you prepare for
writing? Which form of writing do you
find most difficult, and why? Identify two
effective strategies that you use during revi-
sion and explain how they help you.

Interconnected Skills

4.2

identify a variety of skills they have in listen-

ing, speaking, reading, viewing, and repre-
senting and explain how the skills help them
write more effectively

(e.g., explain how select-
ing graphics and designing a layout for a poster
strengthened the visualizing skills they need to
set the scene for a poem or story)

Teacher prompt:

What rules for designing an

effective poster are also applicable to setting
a scene with words?

Portfolio

4.3

select a variety of examples of different types

of writing that they think reflect significant
advances in their growth and competence as
writers and explain the reasons for their choice

(e.g., identify work in which they deliberately
tried to include strong verbs and concrete diction;
explain how they used real-life examples to add
depth to their essay about a societal issue)

Teacher prompt:

What pieces do you feel

show your increasing awareness of yourself
and others? How do these pieces indicate
changes or developments in your under-
standing of self and others?

4. Reflecting on Skills and Strategies

79 WRITING

English

ENG2D

13. TLCC 7-12 Peer Editing 132

80 THE ONT

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RIO CURRICUL

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GR

ADES 9 AND 10

English

Gr

ade 10,

A

c

ademic

MEDIA STUDIES

By the end of this course, students will:

Purpose and Audience

1.1

explain how media texts, including increasing-

ly complex texts, are created to suit particular
purposes and audiences

(e.g., magazines include
content and advertisements to appeal to specific
demographic groups; trailers or posters for action-
adventure movies feature scenes and artefacts
that appeal to a predominantly male audience1)

Teacher prompt:

Why might early-evening

TV news broadcasts feature more local news
than late-evening TV news broadcasts?

Interpreting Messages

1.2

interpret media texts, including increasingly

complex texts, identifying and explaining the
overt and implied messages they convey

(e.g.,
the use of talking animals as characters in a TV
program or on a website often signals an inten-
tion to appeal to children; in a fashion feature,
models facial expressions and body language,
as well as the setting and lighting of the photo-
graphs, create a mood or attitude that is associ-
ated with the fashions themselves2)

Teacher prompt:

How does an announcer s

tone of voice in a news broadcast convey
implied messages?

Evaluating Texts

1.3

evaluate how effectively information, ideas,

issues, and opinions, are communicated in
media texts, including increasingly complex
texts, and decide whether the texts achieve
their intended purpose

(e.g., determine whether
they get more information about a news story
from a TV clip or a newspaper report; determine
how accurately an animated children s film fea-
turing animal characters depicts aspects of
human societies)

Teacher prompt:

What does this animated

film do better show you

what

the charac-
ters do or explain why
they do it?

Audience Responses

1.4

explain why the same media text might

prompt different responses from different
audiences

(e.g., explain why seniors and teens
might respond differently to a political speech;
suggest reasons why not all their peers like the
same type of music3)

Teacher prompt:

Why might people living in

northern Ontario respond differently from
people in southern Ontario to ads for
wilderness vacations?

Critical Literacy

1.5

identify the perspectives and/or biases evident

in media texts, including increasingly complex
texts, and comment on any questions they
may raise about beliefs, values, identity, and

1. Understanding Media Texts

OVERALL EXPECTATIONS

By the end of this course, students will:

1. Understanding Media Texts:

demonstrate an understanding of a variety of media texts;

2. Understanding Media Forms, Conventions, and Techniques:

identify some media forms and

explain how the conventions and techniques associated with them are used to create meaning;

3. Creating Media Texts:

create a variety of media texts for different purposes and audiences,

using appropriate forms, conventions, and techniques;

4. Reflecting on Skills and Strategies:

reflect on and identify their strengths as media interpreters

and creators, areas for improvement, and the strategies they found most helpful in understanding
and creating media texts.

SPECIFIC EXPECTATIONS

power

(e.g., explain the perspectives evident in
the covers of a selection of novels featured in the
school s English program; comment on the point
of view evident in a television news story, iden-
tifying other possible points of view; analyse
the text and images in a major department
store s website to identify groups and occupa-
tions that are represented and those that are
nowhere evident)

Teacher prompts:

Based on the book s cover,

who do you think is its target audience?
What elements make you think that? What
does this bumper sticker tell us about the
car s owner?

Production Perspectives

1.6

explain how a variety of production, marketing,

and distribution factors influence the media
industry

(e.g., suggest reasons why a film com-
pany is using the marketing strategies revealed
on its website to market a specific new release;
suggest reasons why particular products are
advertised in a specific magazine)

Teacher prompts:

How do animated films

help promote toy sales? Which magazines
do you read? Where do you get your maga-
zines? Which products are promoted in the
magazine? Who owns the magazines?

By the end of this course, students will:

Form

2.1

identify general and specific characteristics of

a variety of media forms and explain how they
shape content and create meaning

(e.g., identify
the features offered in an online version of a news-
paper that are not provided in the print version,
and vice versa;4 suggest what type of content is
appropriate for a podcast and explain why)

Teacher prompt:

In what ways might a

movie review on a television show differ
from a review in a magazine?

Conventions and Techniques

2.2

identify conventions and/or techniques used

in a variety of media forms and explain how
they convey meaning and influence their audi-
ence

(e.g., the use of visual irony in political
cartoons;5 the use of symbols as well as words to
convey health and safety warnings on a range of
product packages)

Teacher prompt:

What are some ways that

lighting is used in film or television dramas
to influence the viewer s perception of a
character?

By the end of this course, students will:

Purpose and Audience

3.1

describe the topic, purpose, and audience for

media texts they plan to create

(e.g., a web page
presenting a personal anthology of poetry to
their peers)

, and identify significant challenges
they may face in achieving their purpose

Teacher prompt:

How could you identify an

effective way to make poetry more appealing
for a particular group of people?

Form

3.2

select a media form to suit the topic, purpose,

and audience for a media text they plan to
create, and explain why it is an appropriate
choice

(e.g., explain why a posting on a video-
sharing website would be the best way to
promote a new song)

Teacher prompt:

What media form would be

an effective way to persuade people to wear
eye protection during sports activities?

Conventions and Techniques

3.3

identify a variety of conventions and/or tech-

niques appropriate to a media form they plan
to use, and explain how these will help them
communicate specific aspects of their intended
meaning

(e.g., product packaging conventions/
techniques: illustrations and familiar or easy-to-
interpret symbols and icons to assist in product
identification)

Teacher prompt:

What are some conventions/

techniques used in tattoo design, and what is
their [

communicative

] purpose?

Producing Media Texts

3.4

produce media texts for a variety of purposes

and audiences, using appropriate forms, con-
ventions, and techniques

(e.g., a sports magazine
cover for a teenage audience; posters promoting
their independent reading selections for display
in the school library; a commercial promoting
the contributions of Aboriginal people6)

Teacher prompt:

What product could you

create to raise funds for an international
social justice cause?

3. Creating Media Texts

2. Understanding Media Forms,

Conventions, and Techniques

81 MEDIA STUDIES

English

ENG2D

4. TL Media 7-10 Reading Between the Lines (Predictions) 10 5. TL Media 7-10 Exploring the Key Concepts of Media Literacy 2
6. TL Media 7-10 Producing a Public Service Announcement 18

By the end of this course, students will:

Metacognition

4.1

describe a variety of strategies they used in

interpreting and creating media texts, explain
which ones they found most helpful, and
identify appropriate steps they can take to
improve as media interpreters and producers

(e.g., explain how a checklist helped them focus
their efforts during production of a media text;
use a checklist to assess their strengths as media
creators and to identify areas for improvement;
identify alternative production strategies they
might find useful in the future)

Teacher prompt:

How did analysing an effec-

tive running-shoe ad help you in creating
your own ad for the same product?

Interconnected Skills

4.2

identify a variety of their skills in listening,

speaking, reading, and writing and explain
how the skills help them interpret and pro-
duce media texts

(e.g., the ability to understand
how rhyme and symbols enhance meaning in a
poem can help them create a powerful song
lyric)

Teacher prompt:

How does the ability to take

research notes help you produce an effective
documentary?

4. Reflecting on Skills and Strategies

82 THE ONT

A

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UM,

GR

ADES 9 AND 10

English

Gr

ade 10,

A

c

ademic

This course is designed to extend the range of oral communication, reading, writing, and
media literacy skills that students need for success in secondary school and daily life.
Students will study and create a variety of informational, literary, and graphic texts. An
important focus will be on the consolidation of strategies and processes that help students
interpret texts and communicate clearly and effectively. This course is intended to pre-
pare students for the compulsory Grade 11 college or workplace preparation course.

Prerequisite:

English, Grade 9, Academic or Applied

English, Grade 10

Applied

ENG2P

Key to Footnote References

The footnotes throughout this course contain abbreviated references to teacher resource
guides in the ministry s Think Literacy Library , available on the ministry website, at

www.edu.gov.on.ca

. The guides are identified as follows:

TLCC 7-12 refers to the main guide,

Think Literacy: Cross-Curricular Approaches, Grades 7 12.

TLE 7-9 and TLE 10-12 refer to the subject-specific guides for Language/English, Grades 7 9,
and English, Grades 10 12.

83

84 THE ONT

A

RIO CURRICUL

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GR

ADES 9 AND 10

English

ORAL COMMUNICATION

By the end of this course, students will:

Purpose

1.1

identify the purpose of several different listen-

ing tasks and set goals for specific tasks

(e.g.,
listen to an oral presentation to determine the
main ideas and relevant supporting details;
understand others points of view during a con-
versation;1 identify and understand two sides of
a news story about an Aboriginal issue or event)

Teacher prompt:

Why is it important to

have a focus for listening? How does your
focus change in different situations, such as
listening to music versus participating in a
conversation?

Using Active Listening Strategies

1.2

identify and use several different active listen-

ing strategies when participating in a variety
of classroom interactions

(e.g., ask clarifying
questions during a guest speaker s presentation,
when appropriate; acknowledge others ideas
using appropriate body language and facial
expressions2)

Teacher prompts:

What questions come to

mind when you listen to the speaker? At
what point would you ask them? In what
ways can you use body language to encour-
age a person to continue speaking?

Using Listening Comprehension Strategies

1.3

identify and use several different listening

comprehension strategies before, during, and
after listening to understand both simple and
complex oral texts

(e.g., prepare a note-taking
template before listening to a guest speaker;
make notes to identify main ideas while listen-
ing; summarize an oral text for a partner after
listening3)

Teacher prompt:

How can you prepare to

listen to an oral text so that you will under-
stand the text better? How might your prepa-
ration be different when you are preparing
to listen to exam instructions than when you
are preparing to listen to a dramatic reading?
Why would your preparation be different?

Demonstrating Understanding of Content

1.4

identify the important information and ideas

in both simple and complex oral texts in several
different ways

(e.g., tell the class about the main
ideas in a partner s reflections after a Think/Pair/
Share;4 use a poster or map to represent the
important ideas in an oral text; use a graphic
organizer to summarize the contents of a
podcast 5)

Teacher prompts:

What is the purpose of the

podcast? How and when is the main idea
introduced? Which graphic organizer is the
most effective to use when summarizing the
guest speaker s presentation? Why?

1. Listening to Understand

OVERALL EXPECTATIONS

By the end of this course, students will:

1. Listening to Understand:

listen in order to understand and respond appropriately in a variety of

situations for a variety of purposes;

2. Speaking to Communicate:

use speaking skills and strategies appropriately to communicate

with different audiences for a variety of purposes;

3. Reflecting on Skills and Strategies:

reflect on and identify their strengths as listeners and speakers,

areas for improvement, and the strategies they found most helpful in oral communication situations.

SPECIFIC EXPECTATIONS

1. TLCC 7-12 Group Roles 158 and Discussion Etiquette 176 2. TLCC 7-12 Discussion Etiquette 176 3. TLCC 7-12 Timed Retell
156 4. TLCC 7-12 Think/Pair/Share 152 5. TLCC 7-12 Most/Least Important Ideas and Information 44

Interpreting Texts

1.5

develop and explain interpretations of both

simple and complex oral texts, using evidence
from the text and the oral and visual cues used
in it to support their interpretations

(e.g., listen
to songs from a movie soundtrack and explain
their interpretations of a major theme in it to the
class; listen to the dialogue in a radio commercial
to identify the product, setting, and main idea)

Teacher prompt:

What messages did you get

from the speaker s tone of voice, body lan-
guage, and facial expressions? 6

Extending Understanding of Texts

1.6

extend understanding of both simple and

complex oral texts by making connections
between the ideas in them and personal
knowledge, experience, and insights; other
texts; and the world around them

(e.g., discuss
their memories of a recent news item in a small
group and then review the story online to check
the accuracy of their memories; compare the ideas
in an oral text to those found in a book, film, or
song on the same topic;7 after listening to a movie
review, discuss similarities or differences between
the reviewer s opinion and their own opinions8)

Teacher prompts:

Which adaptation of the

story do you prefer? Why? Which article on
the topic is most helpful for your purposes?
Which news article captures the game just
as you experienced it? What is missing from
the others?

Analysing Texts

1.7

analyse both simple and complex oral texts,

focusing on the ways in which they communi-
cate information, ideas, issues, and themes and
influence the listener s/viewer s response

(e.g.,
compare the tone and the ideas emphasized in
speeches by opposing candidates in student
council elections and suggest how each approach
would influence an audience; identify the tech-
niques that are used in a general assembly to
engage students, and explain which ones are
most effective and why; compare the techniques
used in various online audio clips to entertain
the audience9)

Teacher prompt:

Why did the social con-

venor candidate choose that music to intro-
duce his/her speech? How did the audience
react when the music started again? Why?

Critical Literacy

1.8

identify the perspectives and/or biases evident

in both simple and complex oral texts and
comment on any questions they may raise
about beliefs, values, identity, and power

(e.g.,
listen for generalizations about groups of people
in historic political speeches; do a mock interview
with a character from a story to determine how
his/her background has influenced his/her
behaviour and attitudes;10 identify which words
or phrases in a news broadcast signal general-
izations or stereotypes about race, gender, cul-
ture, ability, or age)

Teacher prompts:

What values presented by

the speaker are stated outright? What values
are implied? Can you trust the speaker to
be a reliable narrator? How can you tell?

Understanding Presentation Strategies

1.9

explain how several different presentation

strategies are used in oral texts to inform, per-
suade, or entertain

(e.g., assess how an actor
changes his/her voice to convey different charac-
ters in a segment of a novel on audio tape;
examine the use of sound effects in a one-act
play to determine how they help the listener
interpret the story)

Teacher prompt:

At what point in the story-

telling did you notice a change in pace? Why
do you think the reader made that choice?
What effect does it have on the listener?

By the end of this course, students will:

Purpose

2.1

communicate orally for several different

purposes, using language suitable for the
intended audience

(e.g., request funding for

a field trip from the principal;11 make a com-

mercial for the local radio station to promote
a school function;12 recite an entertaining
poem to the class; participate in a small-group
discussion about a current issue13)

Teacher prompt:

What should you say to

the principal first? What would be the most
effective argument for why she should sup-
port the field trip? How would you word it?

2. Speaking to Communicate

85 OR
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6. TL Library Research 7-12 Planning for an Oral Presentation 32 7. TLCC 7-12 Jigsaw 170 8. TLCC 7-12 Place Mat 162
9. TL Media 7-10 Examining Multiple Perspectives of an Advertisement 22 10. TL ESL/ELD Part II Hot Seat 14 11. TLCC 7-12
Determining Key Ideas 166 12. TL Media 7-10 Producing a Public Service Announcement 18 and TLCC 7-12 Effective
Presentation Skills 196 13. TLCC 7-12 Discussion Etiquette 178 and Jigsaw 170

Interpersonal Speaking Strategies

2.2

demonstrate an understanding of several dif-

ferent interpersonal speaking strategies and
adapt them to suit the purpose, situation, and
audience, exhibiting sensitivity to cultural
differences

(e.g., use phrases such as In my
opinion , I believe , I think , to soften
their opinion during small-group and class
discussions;14 respond receptively to suggestions
in a student-teacher conference)

Teacher prompts:

How can identifying your

audience help you choose speaking strategies
to use during your speech? If your teacher
says something about your work during a
private conference and you disagree, what
are some effective ways to respond?

Clarity and Coherence

2.3

communicate in a clear, coherent manner

appropriate to the purpose, subject matter, and
intended audience

(e.g., determine the most
effective means of organizing a presentation:
chronological, least important to most important,
comparative; prepare a presentation that out-
lines a procedure)

Teacher prompt:

Which organizational

structure did you use to plan your speech?
How might you reorganize it for a younger
audience?

Diction and Devices

2.4

use appropriate words, phrases, and terminol-

ogy, and several different stylistic devices, to
communicate their meaning and engage their
intended audience

(e.g., describe special school
programs to members of the community; role-
play advising a younger sibling on how to han-
dle a problem with a friend; use literary termi-
nology in a book club discussion15)

Teacher prompt:

What words and phrases

that we use in class every day are special-
ized terminology ? How can we help new-
comers and visitors to understand them?

Vocal Strategies

2.5

identify several different vocal strategies and

use them selectively and with sensitivity to
audience needs

(e.g., use changes in voice to
read different characters lines in a scene from a
multicultural play; adjust the pace of speaking
for effect and to hold the audience s attention in
a readers theatre presentation;16 use variations
in volume and tone to create mood while making
a speech)

Teacher prompts:

Why would the character

choose to raise his voice at this point in the
story? What vocal effects should we prac-
tise to communicate the ideas in the narra-
tion? How does trying to create the voice
of the character help you to understand the
character better?

Non-Verbal Cues

2.6

identify several different non-verbal cues and

use them, with sensitivity to audience needs,
to help convey their meaning

(e.g., capture the
essence of a story from a non-Western culture in
tableaux; use facial expressions to capture the
emotions of a rap poem or song during a class
presentation; practise eye contact to reflect the
difference between interaction with a friend and
interaction with a stranger17)

Teacher prompt:

What does the character s

physical position suggest about how she feels?
What do the visual cues, such as body position,
facial expressions, and the use of space tell you
about the relationships represented in the
tableaux? How can we use this information
to help us become better communicators?

Audio-Visual Aids

2.7

use several different audio-visual aids to sup-

port and enhance oral presentations

(e.g., use
sound effects to enhance a presentation; use arte-
facts to illustrate ideas; use a story map when
telling a story to a small group)

Teacher prompt:

How did the use of a specific

visual aid help you organize and present the
information and ideas you gathered?

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English

14. TLCC 7-12 Discussion Etiquette 178 15. TL Library Research 7-12 Planning for an Oral Presentation 32 16. TLCC 7-12
Effective Presentation Skills 196 17. TLCC 7-12 Effective Presentation Skills 196

Gr

ade 10,

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pplied

By the end of this course, students will:

Metacognition

3.1

describe several different strategies they used

before, during, and after listening and speak-
ing; explain which ones they found most help-
ful; and identify steps they can take to
improve their oral communication skills

(e.g.,
compare the effectiveness of several listening
comprehension strategies they used; identify
audience cues that prompt them to adapt their
presentation strategies, such as pacing, tone, and
volume, during the presentation)

Teacher prompts:

What questions do you ask

yourself to check whether you understand
what is being said? How effective are they?
What other strategies could you use? What
strategies do you use to help your audience
understand what you are saying? How can
you tell if they do not understand? What do
you do then?

Interconnected Skills

3.2

identify several of their skills in viewing,

representing, reading, and writing and explain
how the skills help them improve their oral
communication skills

(e.g., explain how view-
ing various media texts helps them create cultur-
ally sensitive presentations; explain how writing
an outline for an oral presentation makes the
presentation more effective)

Teacher prompts:

How does reading a vari-

ety of types of poetry affect the way you lis-
ten to song lyrics? How does previewing a
text prepare you for a read-aloud?

3. Reflecting on Skills and Strategies

87 OR
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ENG2P

By the end of this course, students will:

Variety of Texts

1.1

read several different short, contemporary,

student- and teacher-selected texts from diverse
cultures, identifying specific purposes for read-
ing

(e.g., identify information from a recycling
brochure or from the website of an environmen-
tal organization to use in an assignment about
protecting the environment; identify their most
favourite and least favourite characters or scenes
from a short story for a double-entry journal
response; read the

Official Driver s Handbook
in preparation for the driver s licence test; sum-
marize information from online sources about
options for completing their community involve-
ment hours; note the text forms and features
used in various charts and tables1)

Teacher prompts:

Now that you ve read a

variety of texts, who would you pick as your
favourite author(s)? What websites do you
go to regularly? What parts of your favourite
website do you read regularly? When do
you do most of your reading?

Using Reading Comprehension Strategies

1.2

use several different reading comprehension

strategies before, during, and after reading
to understand both simple and complex texts

(e.g., skim and scan, noting bold or highlighted
words to gain an overview of key topics or
ideas; 2 make predictions about characters

actions before starting a new chapter; reread
words and sentences to check the accuracy of
their reading; use a graphic organizer to summa-
rize a short story 3)

Teacher prompts:

When is it useful to skim?

Why is scanning useful for doing research?
Did your prediction about the character s
decision turn out to be right? If not, what did
you learn about the character? What did you
learn about making predictions?

Demonstrating Understanding of Content

1.3

identify the important ideas and supporting

details in both simple and complex texts

(e.g.,
imagine and describe a photograph that captures
the main idea in a newspaper article; use a web
organizer to record details about a character;
describe a favourite team s success during the
past season to a peer after tracking the team s
performance using sports statistics; explain the
key ideas in a graphic text to a partner)

Teacher prompt:

Which of these details are

most helpful for understanding this charac-
ter? Which are most helpful for imagining
what the character looks like?

Making Inferences

1.4

make and explain inferences about both simple

and complex texts, supporting their explanations
with stated and implied ideas from the texts

(e.g.,
use evidence from the front cover or advertisements
of two magazines to identify the magazines
target audience; infer the values of a character

1. Reading for Meaning

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English

READING AND LITERATURE STUDIES

OVERALL EXPECTATIONS

By the end of this course, students will:

1. Reading for Meaning:

read and demonstrate an understanding of a variety of informational, literary,

and graphic texts, using a range of strategies to construct meaning;

2. Understanding Form and Style:

recognize a variety of text forms, text features, and stylistic elements

and demonstrate understanding of how they help communicate meaning;

3. Reading With Fluency:

use knowledge of words and cueing systems to read fluently;

4. Reflecting on Skills and Strategies:

reflect on and identify their strengths as readers, areas for

improvement, and the strategies they found most helpful before, during, and after reading.

SPECIFIC EXPECTATIONS

1. TL Technological Education 9-12 Reading Graphical and Informational Texts 14-20 2. TLCC 7-12 Skimming and Scanning to
Preview Text 32, and TLE 7-9 Making Notes 22 3. TLE 7-9 Making Notes 22

Gr

ade 10,

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pplied

based on words and actions; make inferences
about the nature of a job and/or the type of
employee preferred from information in a help
wanted advertisement 4)

Teacher prompt:

What can we infer about

the salary for this job from the phrase Entry-
level position ?

Extending Understanding of Texts

1.5

extend understanding of both simple and

complex texts by making connections between
the ideas in them and personal knowledge,
experience, and insights; other texts; and the
world around them

(e.g., relate the information
in a brochure about nutrition to their own food
choices; identify information about a topic in a
class text that is not provided in a media text on
the same topic, or vice versa; create a concrete
poem or a found poem about a theme treated
by a favourite author)

Teacher prompts:

How has this information

changed your view of the issue? Do other
texts you have read confirm or contradict
this information? What do the details in
the news article about a water shortage in
another part of the world tell you about how
a water shortage would affect your local
community? Which of these characters
would you be most likely to choose as a
friend? Why?

Analysing Texts

1.6

analyse texts in terms of the information,

ideas, issues, or themes they explore, examin-
ing how various aspects of the texts contribute
to the presentation or development of these
elements

(e.g., explain how the visuals in a
magazine article draw attention to the main
ideas in the article; compare elements that are
used to help convey key ideas in a history text-
book and those used in a science textbook, and
suggest reasons for the differences)

Teacher prompt:

How does the inclusion of a

map increase your understanding of the text?

Evaluating Texts

1.7

evaluate the effectiveness of both simple and

complex texts, using evidence from the text to
support their opinions

(e.g., determine which
source gives a more reliable depiction of a movie
they have seen a movie review or the lead actor s
description in an interview and explain why;
compare the owner s manuals for two similar
software packages and explain why they prefer
one manual over the other)

Teacher prompt:

Evaluate a review of a movie

you have seen. Does the review represent the

movie accurately? In what ways does it mis-
represent it? Do any of the reviewer s opin-
ions about the movie seem unfounded? Are
they supported by evidence from the movie?

Critical Literacy

1.8

identify perspectives and/or biases evident in

both simple and complex texts and comment
on any questions they may raise about beliefs,
values, identity, and power

(e.g., describe how
the portrayal of a group by a non group member
differs from a portrayal by a member of the group;
compare articles from a mainstream newspaper
and an Aboriginal newspaper on a particular
Aboriginal issue or event)

Teacher prompt:

In what way are [

members

of a particular group

] represented in this text?
Are they associated with any particular
lifestyle or occupation? Are they presented as
one-dimensional or complex in their speech
and actions?

By the end of this course, students will:

Text Forms

2.1

identify several different characteristics of

informational, literary, and graphic text forms
and explain how they help communicate
meaning

(e.g., a Frequently Asked Questions
[FAQ] section in an information pamphlet helps
highlight the information that is of greatest
interest to readers; captions and speech bubbles
in a graphic novel or comic book help explain
the pictures; dialogue in a novel gives concrete
expression to character traits and conflicts; a
refrain in a poem focuses the reader s attention
on a key idea)

Teacher prompts:

What would this picture

tell you by itself, without the caption? How
does the addition of the caption clarify the
story? Why do you think this information
is presented in a chart rather than a descrip-
tive paragraph?

Text Features

2.2

identify several different text features and

explain how they help communicate meaning

(e.g., font changes are used to indicate emphasis;
maps are used to clarify news reports about
events in other parts of the world)

Teacher prompts:

What do the headings in a

textbook tell you about the different categories
of information found in the text? Why are the
frames and buttons on a web page necessary?

2. Understanding Form and Style

89 READING

A

ND

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ENG2P

4. TLE 7-9 Reading Between the Lines It Says I Say And So 2

Elements of Style

2.3

identify several different elements of style in

texts and explain how they help communicate
meaning and enhance the effectiveness of the
text

(e.g., rhymes in a song or poem can add
interest and an element of surprise; repetition
can be used to highlight the theme, and rhyme
and repetition together can help make lyrics
catchy and memorable; very short sentences
can add drama and/or emphasis to a text; an
extended metaphor in a poem provides the
reader with a familiar concrete image that helps
clarify an abstract idea or a complex emotion)

Teacher prompt:

What effect does the author

achieve by using a lot of very short sentences?

By the end of this course, students will:

Reading Familiar Words

3.1

automatically understand most words in sev-

eral different reading contexts

(e.g., words from
grade-level texts; words used in personal and
peer compositions; terminology in workplace
documents and driver s manuals)

Teacher prompts:

How does your reading

rate change when you read different kinds of
texts for example, an instruction manual
that contains familiar terms versus a novel
about a subject that s new to you? How
does previewing a word list before you begin
to read help you to understand the text?

Reading Unfamiliar Words

3.2

use appropriate decoding strategies to read

and understand unfamiliar words

(e.g., use
print and electronic dictionaries; note similari-
ties of spelling between unfamiliar words and
known words; infer a word meaning from the
overall sense of a sentence)

Teacher prompt:

How does rereading the

other words in the sentence help you to get
at the meaning of a word?

Developing Vocabulary

3.3

identify and use several different strategies to

expand vocabulary

(e.g., keep vocabulary lists
that distinguish between formal and informal or
slang words, idioms, euphemisms, acronyms,
academic language, and technical terminology;
use a dictionary to review the etymology of an
unfamiliar word)

Teacher prompt:

How does your interest in

[

a favourite TV program / type of music/ blog

]
influence your use of language?

By the end of this course, students will:

Metacognition

4.1

describe several different strategies they used

before, during, and after reading; explain which
ones they found most helpful; and identify spe-
cific steps they can take to improve as readers

(e.g., identify strategies they use regularly and
automatically and strategies they seldom use;
identify a reading situation in which a seldom-
used strategy might be helpful)

Teacher prompts:

When you read a newspaper,

what strategy do you use to find the stories
you are interested in? How did conferring
with a peer extend your understanding of what
you read? What type of graphic organizer
could you use to summarize a text?

Interconnected Skills

4.2

identify several of their skills in listening,

speaking, writing, viewing, and representing
and explain how the skills help them read
more effectively

(e.g., describe in a journal entry
or to a peer how they used writing or repre-
senting skills to enhance their understanding
of a text)

Teacher prompts:

How does creating online

texts help you read electronic texts? How
does creating a book jacket or a movie
poster for a novel clarify your interpretation
of the text?

4. Reflecting on Skills and Strategies

3. Reading With Fluency

90 THE ONT

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ADES 9 AND 10

English

Gr

ade 10,

A

pplied

By the end of this course, students will:

Identifying Topic, Purpose, and Audience

1.1

identify the topic, purpose, and audience for

several different types of writing tasks

(e.g., a
dialogue demonstrating the conflict between two
characters to be acted out in class; a series of
instructions for making or doing something for
fellow students; a letter about a topic of local
interest/concern for a community newspaper; an
article for the school newspaper on a cultural event
such as National Aboriginal Solidarity Day)

Teacher prompts:

What if your audience

doesn t agree with you? Is your purpose to
make them change their mind, or simply to
explain or defend your opinion? What
questions could you ask that would help you
identify the topic, purpose, and audience for
your writing?

Generating and Developing Ideas

1.2

generate and focus ideas for potential writing

tasks, using several different strategies and
print, electronic, and other resources, as appro-
priate

(e.g., identify key words and electronic
search terms to narrow a search about a topic;
brainstorm to connect possible topics to likely
sources of information; 1 create and rank focusing
questions for a topic, individually and in small
groups; use a K-W-L chart to identify subtopics

for further exploration; search an electronic
library catalogue for information and ideas; dis-
cuss or debate ideas with a partner to identify
possible new angles on a topic)

Teacher prompt:

What aspects of the topic do

you find most relevant to your purpose for
writing?

Research

1.3

locate and select information to support ideas

for writing, using several different strategies
and print, electronic, and other resources, as
appropriate

(e.g., create a research plan and
track their progress using a print template; iden-
tify several types of sources such as newspaper
articles, multimedia resources, and diverse com-
munity resources that are most likely to provide
relevant information for the assignment; use key
word searches and other browsing strategies to
locate a variety of relevant information from
periodicals and e-books in online databases;
record all sources of information in a list of works
cited or references, observing conventions for
proper documentation and full acknowledgement
of sources, in recognition of the need to credit
original authors and promote academic honesty;
use a template to evaluate sources and informa-
tion for reliability, currency, and relevance to the
topic; use criteria developed in small groups to
select appropriate information; use index cards
to record sources of information, and graphic
organizers to summarize information)

1. Developing and Organizing Content

91 WRITING

OVERALL EXPECTATIONS

By the end of this course, students will:

1. Developing and Organizing Content:

generate, gather, and organize ideas and information to write

for an intended purpose and audience;

2. Using Knowledge of Form and Style:

draft and revise their writing, using a variety of informational,

literary, and graphic forms and stylistic elements appropriate for the purpose and audience;

3. Applying Knowledge of Conventions:

use editing, proofreading, and publishing skills and

strategies, and knowledge of language conventions, to correct errors, refine expression, and
present their work effectively;

4. Reflecting on Skills and Strategies:

reflect on and identify their strengths as writers, areas for

improvement, and the strategies they found most helpful at different stages in the writing process.

SPECIFIC EXPECTATIONS

English

ENG2P

1. TL Library Research 7-12 Generating Ideas: Setting the Context 8

Teacher prompts:

How might you use Internet

websites and online databases to facilitate
your research? How do you decide what to
use, when you have too much information?
Why do you think your research is important
to you and your audience?

Organizing Ideas

1.4

identify, sort, and order main ideas and sup-

porting details for writing tasks, using several
different strategies and organizational patterns
suited to the content and the purpose for writ-
ing

(e.g., in small groups, use a storyboard to
sequence information for a collaborative narra-
tive; use a web or flowchart to organize informa-
tion for a report on a famous disaster; 2 create a
pie chart or bar graph to represent information
from a survey in preparation for writing a report)

Teacher prompt:

Which ideas are most

important to you? What additional details
support your ideas? Where could you add
the supporting details leading up to the
main idea, or following it?

Reviewing Content

1.5

determine whether the ideas and information

gathered are relevant to the topic, sufficient for
the purpose, and meet the requirements of the
writing task

(e.g., share their research with a
partner to identify omissions or unnecessary
information; compare their list of sources with a
teacher s guideline to check for adequate breadth
and depth of coverage of the topic)

Teacher prompt:

Have you recorded enough

information to write effectively about your
topic?

By the end of this course, students will:

Form

2.1

write for different purposes and audiences

using several different informational, literary,
and graphic forms

(e.g., a journal entry to explore
a personal opinion about an issue; a letter to the
editor expressing a personal opinion about an
event; a children s story for a primary class)

Teacher prompt:

What age group are you

writing your children s story for? How long
should a story be for children of that age?
Should it have more pictures than text, or a
balance of pictures and text, or more text
than pictures?

Voice

2.2

establish an identifiable voice in their writing,

modifying language and tone to suit the form,
audience, and purpose for writing

(e.g., use a
humorous tone to describe an embarrassing
moment; use a formal tone to write a letter
requesting information about something from
an organization or a company; use an intimate,
thoughtful tone in a journal entry about a per-
sonal choice)

Teacher prompts:

Why would you use humour

in a narrative about a personal experience but
not in a news report? How does the language
that you use reveal something about you?

Diction

2.3

use appropriate descriptive and evocative

words, phrases, and expressions to make their
writing clear and vivid for their intended
audience

(e.g., visualize the setting for a story
they plan to write and develop a list of words
and phrases they can use to help the reader
see it clearly; brainstorm a list of synonyms
for key words that describe the mood they want
to convey in a poem)

Teacher prompt:

What words come to mind

as you visualize the setting? Jot them down.
What other words can you think of that
might convey the same idea? Are some of
them more striking than the words you
thought of first?

Sentence Craft and Fluency

2.4

write complete sentences that communicate

their meaning clearly and accurately, varying
sentence type, structure, and length to suit dif-
ferent purposes and making logical transitions
between ideas

(e.g., use some linking words and
phrases and different types of clauses to combine
sentences and ideas )

Teacher prompt:

Can you combine these two

sentences to improve the flow of your writ-
ing? Where do you need a connecting word
or idea?

Critical Literacy

2.5

explain how their own beliefs, values, and

experiences are revealed in their writing

(e.g.,
identify words and phrases in their writing that
signal their own positive or negative attitude to-
wards an idea, event, or issue; explain who or
what influenced their thinking in an opinion piece)

Teacher prompts:

If you have not stated

your own attitude openly, what clues have
you included to help the reader discover
what you think? What particular ideas

2. Using Knowledge of Form and Style

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2. TLE 10-12 Writing a Series of Paragraphs 42

in your text have come from your own expe-
rience? Should you acknowledge and try
to answer a possible counter-argument in
your conclusion?

Revision

2.6

revise drafts to improve the content, organiza-

tion, clarity, and style of their written work,
using a variety of teacher-modelled strategies

(e.g., change the order of sentences for a more
logical development of the argument; use a
checklist to ensure that all the important infor-
mation is included in a poster advertising an
event; identify a weak or inappropriate image
in their poem and substitute a stronger or more
appropriate image; identify and replace overused
words and trite expressions3 )

Teacher prompts:

Do you have your ideas in

the best order? Have you included the nec-
essary information about the date, time, and
place of the concert? Is there any other factu-
al information you should include?

Producing Drafts

2.7

produce revised drafts of both simple and

complex texts written to meet criteria identi-
fied by the teacher, based on the curriculum
expectations

(e.g., adequate development of
information and ideas, logical organization,
appropriate use of form and style, appropriate
use of conventions)

Teacher prompt:

Refer to your checklist as

you prepare your final draft. Have you fol-
lowed all the instructions for writing up the
interview?

By the end of this course, students will:

Spelling

3.1

use knowledge of spelling rules and patterns,

several different types of resources, and appro-
priate strategies to spell familiar and new
words correctly

(e.g., use word walls and refer-
ence lists to check spelling; 4 use knowledge of
root words, prefixes, and suffixes to spell longer
words; 5 use understanding of sound-symbol
relationships, word structures, word meanings,
and generalizations about spelling to identify and
correct misspellings 6)

Teacher prompt:

Which word would you add

to the word wall? Are you adding it because
of its difficulty or because of its usefulness?

Vocabulary

3.2

build vocabulary for writing by confirming

word meaning(s) and reviewing word choice,
using several different types of resources
and strategies, as appropriate for the purpose

(e.g., refer to classroom word walls; 7 confirm or
adjust meaning by relating words to their con-
text; check word choice by locating entry words,
pronunciation keys, prefixes, and information
about word origins in online and print dictionar-
ies, including thematic dictionaries such as a sci-
ence dictionary or a dictionary of synonyms,
antonyms, and homonyms;8 use bilingual or
first-language dictionaries to find new words to
express an idea 9)

Teacher prompt:

What resources would you

check in order to find a word that is more
suitable? How can you be sure of the word s
meaning?

Punctuation

3.3

use punctuation correctly to communicate

their intended meaning

(e.g., use commas to
separate introductory phrases from the main part
of a sentence and to separate words, phrases,
and clauses in a series; use appropriate punctua-
tion to indicate abbreviations and acronyms)

Teacher prompt:

How do we indicate that

this is a short form?

Grammar

3.4

use grammar conventions correctly to commu-

nicate their intended meaning clearly

(e.g.,
write complete and correct simple, compound,
complex, and compound-complex sentences; 10
consistently make verbs agree with subjects, and
pronouns agree with antecedents )

Teacher prompt:

Can you combine those

two simple sentences to express the idea
more effectively?

Proofreading

3.5

proofread and correct their writing, using

guidelines developed with the teacher and
peers

(e.g., use a highlighter to identify ques-
tionable words or phrases that need to be
checked for correct usage; 11 review drafts using
an editing checklist specific to the writing task)

Teacher prompt:

When you read through

your paragraph, what weak spots do you
notice? What spelling should you check?

3. Applying Knowledge of Conventions

93 WRITING

English

ENG2P

3. TLCC 7-12 Revising and Editing: Asking Questions to Revise Writing 128 4. TLCC 7-12 Creating a Word Wall 30 5. TLE 7-9
Sample Roots and Prefixes 54 6. TLE 7-9 Spelling Strategies Inventory 51 7. TLCC 7-12 Creating a Word Wall 30
8. TLE 7-9 Sample Roots and Prefixes 54 9. TLCC 7-12 Using Context to Find Meaning 38 10. TLE 10-12 Sentence Starters 48
11. TLE 7-9 Writing with Precision 46

Publishing

3.6

use several different presentation features,

including print and script, fonts, graphics, and
layout, to improve the clarity and coherence
of their written work and to engage their audi-
ence

(e.g., select appropriate visuals, graphics,
and typefaces for an advertisement; format a
letter to the editor of a newspaper; create a new
book cover for a text)

Teacher prompts:

What should your letter

look like, in order to create a good impres-
sion? How does changing the font size
make the book jacket more reader friendly ?

Producing Finished Works

3.7

produce pieces of published work to meet

criteria identified by the teacher, based on
the curriculum expectations

(e.g., adequate
development of information and ideas, logical
organization, appropriate use of form and style,
appropriate use of conventions)

Teacher prompt:

Did you find an organiza-

tional pattern for your opinion piece that
allowed you to include most of the information
from your brainstorming?

By the end of this course, students will:

Metacognition

4.1

describe several different strategies they used

before, during, and after writing; explain
which ones they found most helpful; and
identify several specific steps they can take to
improve as writers

(e.g., compare the process
used in different types of writing and discuss
which they found easier and why; share what
they have learned about one form of writing that
they could transfer to another form)

Teacher prompts:

What similarities did you

notice between the process of writing a nar-
rative and the process of writing a news
story? What type of feedback did you find
most helpful? Identify a specific area of
weakness in your writing and suggest how
you could improve your skills in this area.

Interconnected Skills

4.2

identify several different skills they have in lis-

tening, speaking, reading, viewing, and repre-
senting and explain how the skills help them
write more effectively

(e.g., explain how talking
through their thinking on a topic with a partner
or in a small group has helped them organize
their ideas for writing)

Teacher prompt:

Can thinking on your feet

as you explain something to another person
help you distinguish between more impor-
tant and less important ideas?

Portfolio

4.3

select several examples of different types of

writing that they think most clearly reflect their
growth and competence as writers and explain
the reasons for their choice

(e.g., identify work
that tested their writing skills in new ways and
explain how they successfully met the challenge)

Teacher prompts:

How did you determine

what was your best work? What piece are
you most proud of? Why?

4. Reflecting on Skills and Strategies

94 THE ONT

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GR

ADES 9 AND 10

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ade 10,

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pplied

By the end of this course, students will:

Purpose and Audience

1.1

explain how both simple and complex media

texts are created to suit particular purposes and
audiences

(e.g., a public service announcement
on television may combine informational text,
a voice-over narrative, and serious background
music to convey a message of social concern;
country-and-western music videos use outdoor
settings and characters dressed in western gear
to reinforce their themes; martial arts films use
quick cuts and special effects to emphasize the
speed and athleticism of the action and to satisfy
their target audience s expectations1)

Teacher prompt:

Why do soft-drink ads on

television often feature young people
engaged in energetic activities?

Interpreting Messages

1.2

interpret simple and complex media texts,

identifying and explaining the overt and
implied messages they convey

(e.g., a cell
phone commercial implies a connection between
owning the phone and social success; an action-
adventure film implies a connection between
athleticism /physical stamina and heroism)

Teacher prompt:

What assumptions might

visitors from Mars make about humans
based on a viewing of North American
prime-time TV shows?

Evaluating Texts

1.3

evaluate how effectively information, ideas,

issues, and opinions are communicated in both
simple and complex media texts and decide
whether the texts achieve their intended pur-
pose

(e.g., determine which of two competing firms
advertisements for a similar product is more per-
suasive, and explain why;2 assess the importance
of a catchy jingle or a memorable mascot to the
success of a television commercial)

Teacher prompt:

Have you ever seen a

TV commercial where the sound was more
important than the picture for communicating
key ideas about a product? Was it effective?
Why or why not?

Audience Responses

1.4

identify and explain different audience responses

to selected media texts

(e.g., parents versus
teens reactions to a running-shoe ad featuring a
sports star; 3 male versus female responses to a
historical costume drama movie)

Teacher prompt:

How might people from

different cultural backgrounds respond to a
TV documentary about Canadian history?

1. Understanding Media Texts

95 MEDIA STUDIES

OVERALL EXPECTATIONS

By the end of this course, students will:

1. Understanding Media Texts:

demonstrate an understanding of a variety of media texts;

2. Understanding Media Forms, Conventions, and Techniques:

identify some media forms and

explain how the conventions and techniques associated with them are used to create meaning;

3. Creating Media Texts:

create a variety of media texts for different purposes and audiences,

using appropriate forms, conventions, and techniques;

4. Reflecting on Skills and Strategies:

reflect on and identify their strengths as media interpreters

and creators, areas for improvement, and the strategies they found most helpful in understanding
and creating media texts.

SPECIFIC EXPECTATIONS

English

ENG2P

Critical Literacy

1.5

identify the perspectives and/or biases evident

in both simple and complex media texts and
comment on any questions they may raise
about beliefs, values, identity, and power

(e.g.,
identify beliefs or values revealed in examples of
graffiti; explain how the cover of a magazine
might be changed to attract a wider audience of
readers;4 identify examples in media texts of
Aboriginal images that have become stereotyped)

Teacher prompts:

What social or economic

perspectives are rarely represented in graffiti?
What implied messages about body image
are predominant in mainstream men s or
women s magazines? About sexual orienta-
tion? About lifestyle? Whose beliefs are
represented in this podcast/radio broadcast?
Which characters have power in this video
game? What kind of power do they have?
To whom would this type of power appeal?

Production Perspectives

1.6

explain how several different production, mar-

keting, and distribution factors influence the
media industry

(e.g., explain why books are
reissued to tie in with film releases; explain why
some artists allow their music to be downloaded
from the Internet for free)

Teacher prompt:

What are the pros and cons

of downloading music from the Internet? How
does the prevalence of downloading influence
the production, distribution, and pricing of
music CDs?

By the end of this course, students will:

Form

2.1

identify some general characteristics of several

different media forms and explain how they
shape content and create meaning

(e.g., tabloids
use negative images of celebrities to sell copies,
whereas advertisements use positive images of
celebrities to sell a product;5 talk radio programs
rely on phone-in questions to generate content,
whereas on morning news radio programs the
newscaster reads a prepared script conveying
information)

Teacher prompt:

Why does a hamburger

look different in an amateur photograph
than in an advertisement?

Conventions and Techniques

2.2

identify several different conventions and/or

techniques used in familiar media forms and
explain how they convey meaning and influ-
ence their audience

(e.g., feature articles in a
community newspaper reinforce readers aware-
ness of the local businesses represented in the
ads; the order of stories in a news broadcast
indicates the relative importance of each story;
emoticons in text messaging convey the type of
information communicated by body language,
facial expression, and tone of voice in live
conversation6)

Teacher prompt:

Why is a subscription card

usually inserted somewhere in a magazine?

By the end of this course, students will:

Purpose and Audience

3.1

describe the topic, purpose, and audience for

media texts they plan to create, and identify
specific challenges they may face in achieving
their purpose

(e.g., a collage or a cartoon strip
to communicate a health message to teens; two
book covers for the same novel, one for the teen
market and one for the adult market, with the
rationale for each design)

Teacher prompt:

Why might it be difficult to

design a text that strongly appeals to teenagers
but is also of interest to their parents?

Form

3.2

select a media form to suit the topic, purpose,

and audience for a media text they plan to cre-
ate, and explain why it is an appropriate choice

(e.g., explain why a computer presentation with
a musical soundtrack would be the best way to
present their interpretation of a poem to the
class; explain why a series of stamps would be
an appropriate way to celebrate people who
have made significant contributions to Canada7)

Teacher prompts:

What forms might you

choose to express your allegiance to a sports
team or your membership in a social group?
Why did you choose a cartoon strip rather
than a collage to communicate the health
message to your peers?

3. Creating Media Texts

2. Understanding Media Forms,

Conventions, and Techniques

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pplied

4. TL Media 7-10 Examining Multiple Perspectives of an Advertisement 22 5. TL Media 7-10 Reading Between the Lines
(Predictions) 10 6. TL Media 7-10 Exploring the Key Concepts of Media Literacy 2 7. TL Media 7-10 Producing a Public Service
Announcement 18

Conventions and Techniques

3.3

identify several different conventions and/or

techniques appropriate to a media form they
plan to use, and explain how these will help
them communicate meaning

(e.g., brochure
conventions/techniques: a list of frequently
asked questions [FAQs]; contact details for
related resource persons and organizations)

Teacher prompt:

What are some conventions

used to create suspense in a ghost story told
by a campfire? What conventions and tech-
niques might be used to create suspense in a
short film version of the same story?

Producing Media Texts

3.4

produce media texts for several different pur-

poses and audiences, using appropriate forms,
conventions, and techniques

(e.g., a brochure
for students outlining how to be successful on the
Ontario Secondary School Literacy Test [OSSLT])

Teacher prompts:

How would you design

and illustrate the cover of a program for the
school play? What techniques would you
use to promote and generate interest in a
school charity event on the morning
announcements?

By the end of this course, students will:

Metacognition

4.1

describe several different strategies they used

in interpreting and creating media texts, explain
which ones they found most helpful, and
identify several specific steps they can take to
improve as media interpreters and producers

(e.g., explain how the ability to identify various
kinds of stereotypes in ads of families, teenagers,
Aboriginal people, religious groups helped
them to create their own ads without stereotypes)

Teacher prompt:

Which viewing strategies

helped you to identify the filmmaker s main
message in the documentary film? Why were
these strategies effective?

Interconnected Skills

4.2

explain how their skills in listening, speaking,

reading, and writing help them interpret and
produce media texts

(e.g., the ability to write up
a procedure can help them organize and present
information clearly in a public service
announcement)

Teacher prompt:

How would listening skills

help you in producing an oral history film
documentary?

4. Reflecting on Skills and Strategies

97 MEDIA STUDIES

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ENG2P

102 THE ONT

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UM,

GR

ADES 9 AND 10

English

By the end of this course, students will:

Variety of Texts

1.1

read a variety of self-selected and teacher-

assigned literary, graphic, and informational
texts representing a variety of cultures and
perspectives

(e.g.,

literary: short stories, multi-
cultural poetry, song lyrics, narratives, Aboriginal
stories;
graphic: graphic novels, comic books,
student agendas, cellphone bills;
informational:
newspaper and magazine articles, pamphlets,
brochures, flyers, owner s manuals
)

Teacher prompts:

What have you been reading

this week? Record this in your reading log.
What types of texts do you enjoy reading?

Reading for Different Purposes

1.2

identify a variety of purposes for reading texts

commonly used in everyday life

(e.g., a maga-
zine article, to gather information on a topic;
the telephone book , to locate a local business; a
map, to locate different local attractions; a cover
letter, to use as a model for writing a similar
type of letter)

Teacher prompts:

Why would you read a

review of a new CD or video game? What
different reasons might a custodian, a super-
visor, and a lawyer have for reading a memo
from their company s management?

Using Reading Comprehension Strategies

1.3

identify and use appropriate reading compre-

hension strategies before, during, and after
reading to understand teacher-assigned and
self-selected texts

(e.g., preview text to make
predictions about the content; skim for main
ideas and scan for specific words; highlight or
make margin notes to interact with the text;
reread sections to clarify meaning and check
understanding)

Teacher prompts:

When you come to a section

you do not understand, what options do you
have? How can personal knowledge and
prior experience help you make sense of this
text? What can you learn by reading over
your highlighted areas and margin notes?

Demonstrating Understanding of Content

1.4

identify and record important ideas and sup-

porting details in literary, graphic, and
informational texts

(e.g., use highlighting or
sticky notes to identify the main ideas in a maga-
zine article; create bookmarks to track character
development in a novel; use a chart to track the
nutritional information on food labels)

Teacher prompt:

What main ideas would

you include in a five-sentence summary of
this article?

Interpreting Texts

1.5

interpret texts, identifying and explaining the

overt and implied ideas and information they
convey

(e.g., chart explicit information about a
character in a short story; differentiate between

1. Reading for Meaning

READING SKILLS

OVERALL EXPECTATIONS

By the end of this course, students will:

1. Reading for Meaning:

read and demonstrate an understanding of a variety of contemporary

literary, informational, and graphic texts, using a range of strategies to construct meaning;

2. Understanding Form and Style:

recognize a variety of text forms, text features, and stylistic

elements and demonstrate an understanding of how they help communicate meaning;

3. Reading With Fluency:

use knowledge of words and cueing systems to read fluently;

4. Reflecting on Reading Skills and Strategies:

reflect on and identify their strengths as readers, areas

for improvement, and the strategies they found most helpful before, during, and after reading.

SPECIFIC EXPECTATIONS

fact and opinion in a magazine article or report;
explain what details in the biography of a
celebrity led them to like or admire the person)

Teacher prompts:

What conclusions does this

information lead you to? What does the
ending tell you about the character that you
weren t expecting?

Extending Understanding of Texts

1.6

extend understanding of texts by connecting

and comparing the ideas in them to their own
knowledge, experience, and insights; to other
texts; and to the world around them

(e.g., com-
pare their own preferences for particular
authors, genres, and topics with those of peers
and suggest some reasons for the similarities and
differences; in a small group, explain how their
personal values and perspectives influence their
responses to and interpretations of texts; com-
pare various print and online resources to deter-
mine how different authors treat the same topic)

Teacher prompts:

What other texts have you

read on this topic? Can you think of a real-
life parallel to the events in this story?

Analysing Texts

1.7

analyse texts in terms of the information, ideas,

issues, or themes they explore, examining how
various aspects of the texts contribute to the
presentation or development of these elements

(e.g., explain how the conflict encountered by
the main character in a short play contributes to
the theme of the play; explain the use of buzz
words, slogans, and incomplete comparisons in
various print and online advertisements; identify
descriptive words, actions, and dialogue that
helped them get a clear picture of the characters
in a short story and explain why; identify the
elements that helped them understand an expla-
nation in a science, geography, or business text)

Teacher prompt:

Do the text and visual ele-

ments in an advertisement communicate sim-
ilar or different aspects of the advertiser s
message? Could the visual elements stand
alone? Could the text stand alone?

Evaluating Texts

1.8

evaluate the effectiveness of texts using

evidence taken from the text to support the
evaluation

(e.g., explain why a newspaper
report does or does not help them understand
a local community issue)

Teacher prompts:

Are the visuals in the

trouble-shooting guide clear and easy to
follow? Do they work well with the text?
Are the facts in the opinion piece relevant
to the author s main point?

Critical Literacy

1.9

identify the perspectives and/or biases evident

in texts and comment on any questions they
may raise about beliefs, values, identity, and
power

(e.g., identify the narrator s attitude
towards his or her topic or characters and the
language that conveys that attitude; identify per-
spectives that are missing from a story and sug-
gest reasons for the omission)

Teacher prompt:

Whose perspective is miss-

ing from the story? Are you able to infer
what that perspective might be? What con-
clusions might you draw from this absence?

By the end of this course, students will:

Text Forms

2.1

identify a variety of characteristics of literary,

informational, and graphic text forms and
explain how they help communicate meaning

(e.g., the arrangement of elements on the front
page of a newspaper; the positioning of ads in
relation to the articles in a magazine; the use of
setting and dialogue in a short story or novel;
the use of stanza breaks and rhyme in a song or
poem; the use of the 5 W s plus How in a news
article; the use of chronological order in a biog-
raphy or autobiography; the use of ascending or
descending order of importance in a persuasive
argument; the use of tables to convey informa-
tion in a textbook)

Teacher prompts:

What pattern of organization

would seem most logical for a biography?
What patterns do you see repeated in news
reporting?

Text Features

2.2

identify a variety of text features and explain

how they help communicate meaning

(e.g.,
diagrams, charts, maps, and illustrations help to
clarify ideas in informational texts; text boxes,
bullets, and sidebars highlight or extend ideas in
magazine articles and textbooks; changes in font
size and weight help the reader locate informa-
tion when skimming or scanning the text; italics
are used to indicate titles of books and works of
art; titles, subtitles, and graphics identify topics
and clarify information in manuals)

Teacher prompts:

What text features are

most helpful in this brochure? How does
the layout focus your attention on certain
parts of the front page? Why is the table of
contents an important element in a text?

2. Understanding Form and Style

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Elements of Style

2.3

identify a variety of elements of style in

texts and explain how they help communicate
meaning and enhance the effectiveness of the
text

(e.g., identify descriptive language in an
editorial and explain how it helps create a mood;
identify connecting words and explain how they
clarify the sequence in a set of instructions;
explain how precise technical words strengthen
the message in an article about health or safety;
identify the explicit comparison being made in
a simile and explain how it adds to meaning)

Teacher prompts:

What are some concrete

details the author used to create a vivid picture
of the setting? How does a comparison to
something familiar help the reader?

By the end of this course, students will:

Reading Familiar Words

3.1

read and automatically understand most words

in a variety of reading contexts

(e.g., words from
grade-level texts; words used in personal and peer
writing; words used regularly in discussion and
posted on word walls; words in shared, guided,
and independent-reading texts; terminology and
phrases used in school-related documents)

Teacher prompt:

Which words have we been

focusing on in our word wall?

Reading Unfamiliar Words

3.2

predict and/or determine the meaning of

unfamiliar words using different types of
decoding strategies, including context cues,
visual aids, and reference materials

(e.g., read
ahead in the passage to find or deduce the meaning
of an unfamiliar word or phrase; use root words,
prefixes, and suffixes to determine the meaning
of specialized vocabulary; use accompanying
illustrations, diagrams, and charts to determine
the meaning of unfamiliar words and phrases in
a textbook; use print and electronic dictionaries,
thesauri, and reference texts to clarify the mean-
ing and pronunciation of antonyms, synonyms,
homophones, homonyms, specialized language,
and commonly confused words)

Teacher prompts:

What options do you have

when trying to read an unfamiliar word?
What are some helpful strategies to use?

Reading With Fluency

3.3

read aloud, with expression and confidence, a

variety of teacher-assigned and self-selected
texts, adjusting reading strategies and reading
rate to match the form and purpose for read-
ing

(e.g., use changes in intonation, dramatic
pauses, and variations in pace to heighten sus-
pense when reading a horror story; rehearse and
read, in role , a fictional character s monologue
or a famous person s memorable speech; partici-
pate in choral reading with appropriate empha-
sis and reading rate)

Teacher prompt:

Have you read this over to

yourself first? Which words or phrases do
you think you should emphasize?

By the end of this course, students will:

Metacognition

4.1

identify a variety of strategies they used

before, during, and after reading; explain
which ones they found most helpful; and
identify steps they can take to improve as
readers

(e.g., identify familiar and new strat-
egies to revisit or explore in the future)

Teacher prompts:

What strategy do you use

if you do not understand the text? What
do you do when you are confused by what
you have read? How does preparing a list
of questions to answer help you find infor-
mation while you are reading? What
strategies do you use to help you recall infor-
mation?

Interconnected Skills

4.2

explain how their skills in listening, speaking,

writing, viewing, and representing help them
make sense of what they read

(e.g., explain
how seeing a video or TV demonstration of a
procedure can help them follow instructions in a
manual)

Teacher prompts:

How could writing a sum-

mary of an opinion piece you have read help
you understand the piece better? How does
listening to someone else read help you become
a better reader? How does a Think/Pair/Share
help you understand written text?

4. Reflecting on Reading Skills

and Strategies

3. Reading With Fluency

104 THE ONT

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ADES 9 AND 10

English

Gr

ade 10,

Open

By the end of this course, students will:

Identifying Topic, Purpose, and Audience

1.1

identify the topic, purpose, audience, and

appropriate writing form for specific writing
tasks

(e.g., a poster to promote a favourite musi-
cal artist to the class; a letter to the editor
expressing a point of view about a current issue
in the community; a study sheet summarizing
the information on traffic signs in a driver s
manual)

Teacher prompts:

What is the purpose of

your writing to inform? to persuade? to
entertain? What form will best suit your
purpose? Why? Who is the intended audi-
ence for your writing? How will your target
audience influence your writing?

Generating and Developing Ideas

1.2

generate and focus ideas for potential writing

tasks, using a variety of strategies and
resources

(e.g., watch a short video clip related
to a topic before reading a news article about the
topic; in a small group, brainstorm and discuss
possible approaches to a topic; identify key
words to narrow a topic for an Internet search;
use graphic organizers such as a fishbone dia-
gram or T-chart to explore and connect ideas)

Teacher prompts:

What approaches to this

topic are possible? What ideas were
emphasized in the video?

Research

1.3

locate and select information to support ideas

for writing, using a variety of strategies and
print and electronic sources

(e.g., use an elec-
tronic catalogue in the library or an Internet
search engine to locate information from text-
books, encyclopaedias, magazines, CD-ROMs,
and websites; use highlighting, note making,
paraphrasing, and summarizing to gather and
record relevant information; record sources used
and information gathered in a form that makes
it easy to understand and retrieve)

Teacher prompts:

What sources of informa-

tion have you already used What key
words are you using for your search? What
information have you found so far?

Classifying Ideas

1.4

sort and classify ideas and information for

their writing in a variety of ways that allow
them to manipulate information and view
their data from different perspectives

(e.g.,
use cue cards for each of the 5W s to classify
information for a biography; use a graphic
organizer to show relationships between and
among different types of information on a topic;
in a small group, use headings to group data
collected from an online source)

1. Developing and Organizing Content

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WRITING SKILLS

OVERALL EXPECTATIONS

By the end of this course, students will:

1. Developing and Organizing Content:

generate, gather, and organize ideas and information to write for

an intended purpose and audience;

2. Using Knowledge of Form and Style:

draft and revise their writing, using a variety of informational,

literary, and graphic forms and stylistic elements appropriate for the purpose and audience;

3. Applying Knowledge of Conventions:

use editing, proofreading, and publishing skills and strategies,

and knowledge of language conventions, to correct errors, refine expression, and present their work
effectively;

4. Reflecting on Writing Skills and Strategies:

reflect on and identify their strengths as writers, areas for

improvement, and the strategies they found most helpful at different stages in the writing process.

SPECIFIC EXPECTATIONS

Teacher prompts:

What labels would you use

for each of the parts of the graphic organiz-
er? What connections can you see between
different types of information in the graphic
organizer? How might this organizer help
you as you plan your writing?

Organizing Ideas

1.5

identify and order main ideas and supporting

details and group them into units that could
be used to develop a multi-paragraph piece of
writing, using a variety of strategies and orga-
nizational patterns

(e.g., organize information
by topic and subtopic using teacher-and-student-
generated headings; use index cards to organize
information from a documentary in chronologi-
cal order; complete a Venn diagram to show sim-
ilarities and differences between two cultural
perspectives on a topic)

Teacher prompts:

What organization seems

most logical for this topic? What headings
will you use?

Reviewing Content

1.6

determine whether the ideas and information

gathered are relevant to the topic and sufficient
for the purpose, and do more planning and
research if necessary

(e.g., assess the accuracy
of information by comparing it with information
from another source; use a graphic organizer to
explain their material in a teacher conference, and
ask for feedback to identify gaps; use a set of
teacher-and-student-generated guiding questions
to assess the breadth and depth of the informa-
tion gathered)

Teacher prompts:

How do you know when

you have enough information? How cur-
rent are the sources you consulted? Does
the information you have provide a complete
overview of the topic? What other sources
could you use to expand your research?
What information did you find that you did
not use? Why?

By the end of this course, students will:

Form

2.1

write texts of different lengths and for different

purposes and audiences using a variety of
forms

(e.g., a summary of a magazine article for
a class report; a short narrative about a celebrity
or superhero for the school magazine; a support-
ed opinion piece presenting their point of view
on a community or global issue for a class
assignment)

Teacher prompts:

What different forms could

you choose for this celebrity profile? How
does the purpose of your writing affect the
choice of form?

Voice

2.2

establish an identifiable voice in their writing,

adapting language and tone to suit the form,
audience, and purpose for writing

(e.g., use
formal language in a short essay describing the
theme of a graphic novel; use informal language
and the first person in a letter to a friend; use
colloquial language in an e-mail to a friend
describing an incident at work)

Teacher prompts:

Is the language appropriate

to the topic and audience? Does your own
personality come across in the writing? How?

Word Choice

2.3

use appropriate descriptive and evocative

words, phrases, and expressions to make their
writing clear, vivid, and engaging for the
reader

(e.g., use a variety of adjectives and
adverbs to create a detailed, specific impression;
use concrete images to create a vivid picture of a
setting; use inclusive, bias-free language to show
respect for readers)

Teacher prompts:

What is another way of

saying this? How could we get across the
same idea in a way that is respectful to all
potential readers?

Sentence Craft and Fluency

2.4

write complete sentences that communicate

their meaning clearly and accurately, varying
sentence type, structure, and length to suit dif-
ferent purposes and making logical transitions
between ideas

(e.g., vary the word order in sen-
tences for emphasis and interest; use transition
words to link paragraphs in a letter; combine
sentences to eliminate wordiness and sharpen
the focus)

Teacher prompts:

Where do your sentences

work together nicely? Would combining
these sentences make your meaning clearer?

Point of View

2.5

explain how their own beliefs, values, and

experiences are revealed in their writing

(e.g.,
identify words and phrases in their writing that
reveal their own mood or attitude; explain why
they have included or omitted references to a
particular point of view in their writing)

Teacher prompts:

Have you used inclusive and

non-discriminatory language in your writing?
What do these short, sharp sentences tell us
about your feelings on the subject?

2. Using Knowledge of Form and Style

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Preparing for Revision

2.6

identify the strengths of their writing and ele-

ments that need improvement, selectively
using feedback from the teacher and peers,
with a focus on teacher-specified criteria

(e.g.,
use feedback from a partner to identify missing
ideas or details and unnecessary information;
respond to teacher questioning to identify ideas
that do not follow logically or that are awkward-
ly sequenced)

Teacher prompts:

What aspects of your own

writing do you consider successful? What
areas of your writing did you identify as
needing some improvement?

Revision

2.7

make revisions to improve the content, clarity,

and interest of their written work, using a
variety of teacher-modelled strategies

(e.g.,
insert additional information and/or remove
unnecessary words or phrases to clearly link ideas
in a supported opinion piece or report; insert
appropriate transition words to signal time changes
in a report on a contemporary issue; add descrip-
tive language to help the audience visualize a
scene; complete a student-and-teacher-generated
checklist to ensure that all assigned criteria have
been met)

Teacher prompts:

Does your writing include

sufficient and accurate details to convey your
intended meaning? What is missing, when
we look over the report? What do you need
to add in order to make it complete?

By the end of this course, students will:

Spelling Familiar Words

3.1

use knowledge of spelling patterns and rules,

a variety of resources, and appropriate strat-
egies to spell familiar words correctly

(e.g., use
knowledge of word patterns, word families, root
words, prefixes, suffixes, and syllabication to
check spelling; use a variety of spelling refer-
ences, such as dictionaries and spell checkers, to
flag possible errors; use spelling and abbrevia-
tion forms appropriate to different media and
audiences, such as texting language)

Teacher prompt:

How does knowing root

words help you improve your spelling?

Spelling Unfamiliar Words

3.2

use available print and electronic resources

and a variety of strategies that involve under-
standing sound-symbol relationships, word
structures, word meanings, and generalizations

about spelling to spell unfamiliar words cor-
rectly

(e.g., recognize and look up specialized
vocabulary, unfamiliar words, and words that
deviate from regular spelling patterns; check an
electronic dictionary and other online resources
for the correct spelling of abbreviations and
technical terms; highlight keywords to be
checked to improve spelling accuracy)

Teacher prompt:

Which words will you defi-

nitely need to check in a dictionary before
handing this in?

Vocabulary

3.3

build vocabulary for writing by confirming

word meanings and reviewing word choice
using a variety of resources and strategies, as
appropriate for the purpose

(e.g., use peer- and
self-assessment to confirm whether or not words
look and sound right in the context; use bilin-
gual or first-language dictionaries to confirm the
meaning and correct usage of new vocabulary;
use various print and online resources such as
word walls, glossaries, technical dictionaries,
and thesauri to check and refine word choices)

Teacher prompts:

How do you know which

form of the word to choose? How do you
know the meaning of the word from the the-
saurus?

Punctuation

3.4

use punctuation correctly and appropriately to

communicate their intended meaning

(e.g., use
commas to separate items in a list; insert quota-
tion marks to indicate dialogue or use of sourced
materials; use semi-colons to separate two or
more principal clauses in a sentence; use apos-
trophes to show possession or contraction; use
colons to introduce a list; use appropriate end
punctuation to express moods such as inquiry,
surprise, hesitation)

Teacher prompts:

Where do you need com-

mas in this sentence? How do you show
that this is someone speaking?

Grammar

3.5

observe accepted grammar conventions, using

parts of speech and word order correctly to
communicate their meaning clearly

(e.g., make
subjects agree with verbs, and pronouns agree
with antecedents; use pronouns in the objective
case after prepositions: John gave it to him and
me

; To whom it may concern )

Teacher prompt:

If your subject is plural,

what is the matching plural form of the verb
you have chosen to use?

3. Applying Knowledge of Conventions

107 WRITING SKILLS

Lit
e

ra

c

y

S

k

ills:

R

eading and

W
riting

ELS2O

Proofreading

3.6

proofread and correct their writing using

guidelines developed with peers and the
teacher

(e.g., use student-and-teacher-generated
questions to self-edit throughout the writing process;
during a student-teacher conference, show evi-
dence of multiple and continuous revision)

Teacher prompt:

What errors did you catch

when you read the piece aloud?

Publishing

3.7

use a wide range of appropriate presentation

features, including print and script, fonts,
graphics, and layout, to improve the clarity
and coherence of their written work and to
engage their audience

(e.g., ensure that written
information is legible and reasonably neat;
word-process the final copy of a short narrative;
add appropriate graphics such as charts, pie
graphs, or tables to a report to expand on key
ideas in the text; use appropriate fonts to indi-
cate titles, headings, and subheadings)

Teacher prompts:

What can you do to make

the presentation of your work more attrac-
tive? How can you finish it to show how
much effort you have put into this?

Producing Finished Works

3.8

produce pieces of published work to meet

criteria identified by the teacher, based on
the curriculum expectations

(e.g., adequate
development of information and ideas, logical
organization, appropriateness of form and style,
appropriate use of conventions)

Teacher prompt:

Have you checked your

work against the checklist outlining the
requirements of the writing task?

By the end of this course, students will:

Metacognition

4.1

describe a variety of strategies they used

before, during, and after writing; explain
which ones they found most helpful; and
identify specific steps they can take to improve
as writers

(e.g., identify strategies that helped
them improve their writing; identify skills that
were particularly important for completing a
specific writing project)

Teacher prompts:

What form and style of

writing do you prefer? Why? How do you
decide what information is important and
should be included in the final text?

Interconnected Skills

4.2

identify skills they have in listening, speaking,

reading, viewing, and representing and explain
how the skills help them write more effectively

(e.g., explain how brainstorming and conferencing
help them develop and structure their writing;
explain how reading has familiarized them with
a range of models to use in writing)

Teacher prompt:

How does reading a variety

of texts help you as a writer?

Portfolio

4.3

select pieces of writing that they think reflect

their growth and competence as writers and
explain the reasons for their choice

(e.g., writ-
ing that meets teacher-identified criteria as well
as personal criteria)

Teacher prompts:

What piece of writing best

reflects your current understanding of what
makes a good research report? How do these
pieces show your growth in understanding
different cultures and perspectives? Why
have you chosen this piece to revise and
publish in an anthology?

4. Reflecting on Writing Skills

and Strategies

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The following definitions and lists of examples are intended to help teachers and
parents use this document. It should be noted that the examples provided are not
meant to be exhaustive.

GLOSSARY

Aboriginal person.

A person who is a

descendant of the original inhabitants
of North America. The Canadian
Constitution (1982) recognizes three
primary groups as Aboriginal peoples:
Indians (First Nations), Inuit, and M tis.

academic essay.

An essay written in a for-

mal style for an academic audience.

academic language.

The oral and written

vocabulary, language patterns and struc-
tures, and grammatical forms appropriate
for a formal essay, debate, or presentation.

specialized language, technical
language.

achievement levels.

Brief descriptions of

four different degrees of student achieve-
ment of the provincial curriculum expec-
tations for any given grade. Level 3 is the
provincial standard . Parents of students
achieving at level 3 in a particular grade
can be confident that their children will
be prepared for work at the next grade.
Level 1 identifies achievement that falls
much below the provincial standard.
Level 2 identifies achievement that
approaches the standard. Level 4 identifies
achievement that surpasses the standard.

acronym.

A pronounceable word formed

from the first letter or letters in a phrase
or name (e.g., CUPE for Canadian Union
of Public Employees, radar for radio
detecting and ranging).

alliteration.

The deliberate repetition of

sounds or syllables, especially initial con-
sonants, for stylistic effect (e.g.,

recreational
reading

and writing
).

allusion.

A brief reference, explicit or

implicit, to a place, person, or event. The
reference may be historical, literary, reli-
gious, or mythological.

antonym.

A word opposite in meaning to

another word (e.g.,

hot/cold

assonance.

The deliberate repetition of

similar vowel sounds for stylistic effect
(e.g.,

feel/clean

audience.

The intended readers, listeners,

or viewers for a particular text. In plan-
ning a piece of writing, writers must take
into account the purpose and audience in
choosing an appropriate form of writing.

blog.

A short form for

Web log

. An online

forum where people share personal journal
entries, opinion articles, and/or photo-
graphs with others on a regular basis.

body language.

Non-verbal communica-

tion through gestures, facial expressions,
and body movement.

coherence.

The underlying logical connect-

edness of the parts of an oral, written, or
visual text. A paragraph is coherent if all
of its sentences are connected logically so
that they are easy to follow. An essay is
coherent if its paragraphs are logically
connected.

collage.

A form of art in which a variety

of materials, such as photographs, fabric,
objects, and printed text, are attached to
a surface. Students can demonstrate their
understanding of many themes and issues
through the choice of materials and design
elements of a collage.

colloquialism.

A word or expression used

in everyday conversation but not in formal
language (e.g.,

Gimme a break!

comma splice.

A sentence error caused

by using a comma instead of a stronger
punctuation mark or a conjunction to join
two main clauses (e.g.,

The picnic is an annu-
al event, this year it will be held at the lake

commonly confused words.

Words often

mistaken for other words that are spelled
or pronounced in the same or almost the
same way (e.g.,

compliment/complement,
effect/affect

comprehension.

The ability to understand

and draw meaning from spoken, written,
and visual communications in all media.

comprehension strategies.

A variety of

cognitive and systematic techniques that
students use before, during, and after lis-
tening, reading, and viewing to construct
meaning from texts. Examples include:
making connections to prior knowledge
and experience and to familiar texts;
skimming text for information or details;
scanning text to determine the purpose of
the text or type of material; visualizing to
clarify or deepen understanding of the

text; finding important ideas; questioning;
adjusting reading speed according to the
level of difficulty of the text or the kind of
reading; rereading a passage to clarify
meaning; reading ahead; considering how
the meaning of the text matches up with
prior knowledge; summarizing information;
inferring; analysing and synthesizing.

reading strategies

concept map.

A graphic organizer students

can use to explore knowledge and gather
and share information and ideas. Features
of concept maps may include various
shapes and labels, as well as arrows and
other links to show relationships between
ideas.

controlling idea.

An important or central

concept, theme, or argument that is used
to unify a written, oral, or media text.

conventions.

Accepted practices or rules

in the use of language. In the case of writ-
ten or printed materials, some conventions
help convey meaning (e.g., punctuation,
typefaces, capital letters) and other con-
ventions aid in the presentation of content
(e.g., table of contents, headings, footnotes,
charts, captions, lists, pictures, index).

text features

creative thinking.

The process of thinking

about ideas or situations in inventive and
unusual ways in order to understand
them better and respond to them in a new
and constructive manner. Students think
creatively in all subject areas when they
imagine, invent, alter, or improve a con-
cept or product.

critical literacy.

The capacity for a partic-

ular type of critical thinking that involves
looking beyond the literal meaning of texts
to observe what is present and what is
missing, in order to analyse and evaluate
the text s complete meaning and the author s
intent. Critical literacy goes beyond con-
ventional critical thinking in focusing on
issues related to fairness, equity, and social

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justice. Critically literate students adopt a
critical stance, asking what view of the
world the text advances and whether they
find this view acceptable.

critical thinking.

The process of thinking

about ideas or situations in order to
understand them fully, identify their
implications, and/or make a judgement
about what is sensible or reasonable to
believe or do. Critical thinking skills used
in reading include: examining opinions,
questioning ideas, interpreting informa-
tion, identifying values and issues, detect-
ing bias, detecting implied as well as
explicit meanings. Critical thinking skills
used in writing include: questioning,
hypothesizing, interpreting, inferring,
analysing, comparing, contrasting, evalu-
ating, predicting, reasoning, distinguish-
ing between alternatives, making and
supporting judgements, synthesizing,
elaborating on ideas, identifying values
and issues, detecting bias, detecting
implied as well as explicit meanings.

cueing systems.

Cues or clues that effec-

tive readers use in combination to read
unfamiliar words, phrases, and sentences
and construct meaning from print.

Semantic

(meaning)

cues

help readers guess or pre-
dict the meaning of words, phrases, or
sentences on the basis of context and prior
knowledge. Semantic cues may include
visuals.

Syntactic

(structural)

cues

help
readers make sense of text using knowledge
of the patterned ways in which words in a
language are combined into phrases, clauses,
and sentences.

Graphophonic

(phonologi-
cal and graphic)

cues

help readers to
decode unknown words using knowledge
of letter sound relationships, word pat-
terns, and words recognized by sight.

cues, non-verbal.

Aspects of spoken or

unspoken communication that convey
meaning without the use of words. Examples
include: facial expressions, gestures, body
language.

cues, verbal

(oral language).

Aspects of

spoken language that convey meaning.
Examples include: types of words (e.g.,
nouns, verbs, linking words, modifiers);
prefixes and suffixes (e.g., indicators of
plurals, verb tenses); sound patterns (e.g.,
rhyme); pauses; pace; tone of voice or
intonation; volume; pitch; modulation;
inflection.

culture.

The way in which people live, think,

and define themselves as a community.

diction.

The choice of words or phrases in

speech or writing; the particular words
chosen to express an idea.

differentiated instruction.

An approach to

instruction that maximizes each student s
growth by considering the needs of each
student at his or her current stage of
development and then offering that stu-
dent a learning experience that responds
to his or her individual needs.

diversity.

In reference to a society, the

variety of groups of people who share a
range of commonly recognized physical,
cultural, or social characteristics.
Categories of groups may be based on
various factors or characteristics, such as
gender, race, culture, ethnicity, sexual ori-
entation, ability/disability, appearance,
age, religion, and socio-economic level.

dramatic irony.

A situation in which the

significance of a character s words or
actions is clear to the audience or reader
but unknown to the character.

editing.

The making of changes to the

content, structure, and wording of drafts
to improve the organization of ideas,
eliminate awkward phrasing, correct
grammatical and spelling errors, and
generally ensure that the writing is clear,
coherent, and correct.

writing
process

111 GL
OSSAR

Y

electronic link.

An electronic connection

that allows users to move quickly within
or between documents, files, or websites
on a computer.

elements of media works.

The elements

of media works may be grouped in the
following way:

Audio elements.

Speech, music, back-
ground sounds, sound effects, volume,
dialects and accents, silence, narration,
pace, sequence of sounds.
Visual elements.
Lighting, colour, images,
size and type of lettering, size of images,
sequence (e.g., of images, symbols,
graphics, camera angles, or logos),
props (e.g., costumes, furnishings),
speed of presentation, shape or design,
credits, details of sponsorship, anima-
tion, live action.
Compositional elements.
Plot, form (struc-
ture), theme, setting, atmosphere, point of
view, characterization.

elements of text.

The characteristic aspects

of a particular text form (e.g., story: plot,
characters, setting, theme).

elements of writing

(composition and
style).

Essential aspects of written compo-

sitions. Examples include: a central theme
or topic; the organization of information
and ideas; diction (word choice); the use
of conventions of spelling, punctuation,
grammar, sentence structure, and para-
graphing; plot; characterization; atmosphere;
point of view; literary (stylistic) devices.

essay.

A prose composition that discusses

a subject or makes an argument. This type
of writing often presents the writer s own
ideas on a topic.

academic essay,
personal essay

etymology.

The origin and history of the

form and meaning of a word. Dictionaries
often provide etymologies of words.

expectations.

The knowledge and skills

that students are expected to develop and
to demonstrate in their class work, on
tests, and in various other activities on
which their achievement is assessed.

Overall expectations

describe in general

terms the knowledge and skills that stu-
dents are expected to demonstrate by the
end of each grade.

Specific expectations

describe the expected knowledge and
skills in greater detail.

explicit information and ideas.

Information and ideas that are stated
clearly and directly. (Compare

implicit
meaning.

)

explicit teaching.

Direct, purposeful

teaching of specific knowledge, skills, or
strategies. In explicit teaching, the teacher:
explains what the knowledge, skill, or
strategy is, why it is used, and when to
use it; models how to use it; guides and
coaches students as they practise it (e.g.,
in shared reading and then in guided
reading sessions); and then asks them to
demonstrate their learning independently.

figurative language.

Words or phrases

used in a non-literal way to create a
desired effect (e.g., metaphors, similes,
personification, oxymoron).

imagery, literary device.

fishbone map.

A graphic organizer that

uses framing questions to show the causal
relationships involved in a complex event.
Framing questions might include: What
are the factors that cause X? How do they
relate to one another?

five (5) W s.

The five basic questions (

who

what

, where
, when
, and why
?) that provide
a framework for recounting personal or
factual experiences and retelling stories or
events.

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112 flow chart.

A visual way of organizing

information and ideas to show relation-
ships (e.g., to show the sequence of events
in a short story; to describe relationships
among characters in a situation comedy).

foreshadowing.

A literary device in which

an author provides an indication of future
events in the plot.

forms of informational texts.

Examples

include: history book, geography text,
report, essay, theatre or concert program,
book review, editorial, newspaper or
magazine article, television or radio
script, letter (personal, business), invita-
tion, manual, public sign, label, biography,
autobiography, speech, r sum , personal
journal, diary, brochure, reference book,
encyclopaedia.

forms of literary texts.

Examples include:

story, short story, adventure story, detective
story, myth, legend, folk tale, cumulative
tale, lyric poem, dramatic poem, ballad,
novel, mystery novel, historical novel, sci-
ence fiction novel, soliloquy, play, script,
storybook, picture book, pattern book,
chapter book.

genres.

forms of media texts.

Examples include:

advertisement, e-mail, film, video, DVD,
clothing, athletic wear, food packaging,
action figure, jewellery, newspaper, maga-
zine, brochure, movie trailer, editorial,
sculpture, song, dance, news report, sports
program, documentary, situation comedy
(sitcom), television or radio drama, nature
program, interview, travelogue, television
commercial, cartoon, web page, CD-ROM
dictionary, interactive software, multi-`
media text, blog, database.

forms of oral texts.

Examples include:

greeting, conversation, question, statement,
exclamation, instructions, directions, poem,
rhyme, song, rap, story, anecdote, announce-
ment, news broadcast, interview, oral
presentation, speech, recitation, debate,
report, role play, drama.

forms of writing.

Examples include: story

or other narrative piece, anecdote, com-
mentary, critical review, description,
instructions or procedures, recount (per-
sonal or informational), transcription of
an interview, announcement, argument,
position paper, essay, research report, tele-
vision or radio script, editorial, speech,
letter, minutes of a meeting, notes, jottings,
poem, song text, dialogue, label, support-
ed opinion, summary, cartoon caption,
log, diary, memoir, journal, riddle, script
for a commercial, advertisement, list, sur-
vey, word web, chart.

free verse.

Poetry written without a regu-

lar metrical pattern. Free verse may be
rhymed or unrhymed. A free-verse poem
is based on natural rhythms of speech and
free expression rather than on a predeter-
mined form.

free writing.

A technique that is used for

developing possible content for a piece of
writing and that involves recording
thoughts, images, and ideas without
restraint.

genres.

The types or categories into which

literary works are grouped. Examples
include: novel, short story, essay, poetry,
and drama.

forms of literary texts.

graphic novel.

A story in comic-strip form,

published as a book.

graphic organizer.

A visual framework (e.g.,

a Venn diagram, a word web, a flow chart)
that helps students organize, analyse, syn-
thesize, and assess information and ideas.

graphophonics.

The study of the relation-

ships between the symbols and sounds of
a language and the visual information on
the page.

graphophonic cues.

See

cueing systems.

113 GL
OSSAR

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higher-order thinking.

The process of

mentally manipulating and transforming
information and ideas in order to solve
problems, acquire understanding, and dis-
cover new meaning. Higher-order think-
ing skills include: focusing, information
gathering, combining facts and ideas,
organizing, analysing, synthesizing, gen-
eralizing, integrating, explaining, hypoth-
esizing, interpreting, evaluating, drawing
conclusions.

homonym.

A word that has the same

spelling as another word but a different
meaning (e.g.,

ear

, meaning the organ of
hearing,
and ear
[of corn], meaning the
seed-bearing head of a cereal plant
).

homophone.

A word that has the same

sound as another word but a different
meaning and spelling (e.g.,

seas

/seize
;
pore
/pour
).

hyperbole.

A literary device in which

exaggeration is used deliberately for effect
or emphasis (e.g.,

a flood of tears

, piles of
money
).

hyperlink.

In an electronic document, a

cross-reference or link to a web page or
another electronic document. A hyperlink
is usually a particular word, button, or
graphic. When the user clicks on it, the
new web page or document is displayed.

idiom.

A group of words that, through

usage, has taken on a special meaning dif-
ferent from the literal meaning (e.g.,

Keep
your shirt on!

or It s raining cats and dogs.
).

imagery.

Descriptions and figures of

speech (e.g., metaphors, similes) used by
writers to create vivid mental pictures in
the mind of the reader.

figurative
language, literary device.

implicit meaning.

Ideas and concepts that

are present but stated indirectly. (

Compare

explicit information and ideas.

)

inclusive language.

Language that is equi-

table in its reference to people, thereby
avoiding stereotypes and discriminatory
assumptions (e.g.,

police officer

includes
both males and females, whereas police-
man
refers only to males). See also

non-
discriminatory language.

inferring.

Drawing meaning from or

reaching a conclusion using reasoning and
evidence from a text, based on what the
author states and implies in the text and
what the reader brings to the text from his
or her prior knowledge and experience.

informational text.

See

forms of informa-

tional texts.

irony.

A meaning of words in context that

differs from, and is often the opposite of,
their literal meaning.

dramatic
irony.

jargon.

Another term for

specialized lan-

guage

, usually used pejoratively.

language pattern.

A particular arrangement

of words that helps the reader determine
meaning by providing a certain level of
predictability (e.g., inversion of subject
and verb in interrogative sentences).

level of language.

A style of language

(e.g., formal, colloquial) appropriate to a
specific purpose, audience, or situation.
The style is determined by the degree of
formality in a particular social situation,
the relationship among the individuals
involved in the communication, and the
purpose of the interaction. Sometimes
referred to as

register

listening and speaking skills.

Skills that

include: determining the purpose of lis-
tening; paying attention to the speaker
or performer; following directions and
instructions; recalling ideas accurately;
responding appropriately to thoughts
expressed; judging when it is appropriate
to speak or ask questions; allowing others

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a turn to speak; speaking clearly and
coherently; asking questions to clarify
meaning or to obtain more information;
responding with consideration for others
feelings; using and interpreting facial
expressions, gestures, and body language
appropriately.

literary device

(also referred to as a

stylis-

tic device

). A particular pattern of words,

a figure of speech, or a technique used
in literature to produce a specific effect.
Examples include: rhyme, parallel structure,
analogy, comparison, contrast, irony, fore-
shadowing, allusion, juxtaposition, simile,
metaphor, personification, pun, hyperbole,
oxymoron, symbolism.

figurative
language, imagery.

literary text.

See

forms of literary texts.

mass media.

Means of communication

aimed at a very large audience. Examples
include: mass-market paperback books,
television, movies, newspapers, magazines,
the Internet.

media.

The plural of

medium

. Means of

communication, including audio, visual,
audio-visual, print, and electronic means.

media conventions and techniques.

The

means of producing particular effects
using voice, images, and sound to support
the messages or themes in a text. Examples
include the use of: colour, voice-over nar-
ration, animation, simulation, variations in
camera angles or distance, fading in and
out of sounds or images, hot links and
navigation buttons on a website, live action,
special effects, variations in volume, varia-
tions in speed or pace, motion, flashbacks,
collages, dialogue, variations in size and
type of lettering or size of images, sequencing
of sounds and images, symbols, speech,
music, background sounds, sound effects,
dialects and accents, silence, narration,
graphics, logos, props (e.g., costumes, fur-
nishings), aspects of design and layout,
credits, details of sponsorship, animation.

media literacy.

An informed and critical

understanding of the nature of the media,
the techniques used by them, and the
impact of these techniques. Also, the abili-
ty to understand and use the mass media
in an active, critical way.

media
literacy, five key concepts of.

media literacy, five key concepts of.

For

the purposes of this document, the five
key concepts of media literacy are:

1. All media are constructions.
2. The media contain beliefs and

value messages.

3. Each person interprets messages

differently.

4. The media have special interests

(commercial, ideological, political).

5. Each medium has its own language,

style, form, techniques, conventions,
and aesthetics.

media literacy.

media text.

A product that is communicat-

ed through a medium.

forms of
media texts.

medium.

A communication vehicle such

as radio, television, or the Internet. The
plural is

media

mentor texts.

Texts that are chosen and

used intentionally/explicitly by the teacher
to illustrate specific teaching points (e.g.,
voice, word choice, use of dialogue).

metacognition.

The process of thinking

about one s own thought processes.
Metacognitive skills include the ability to
monitor one s own learning.

mind map.

A graphic representation of

information that is intended to clarify mean-
ing. In making a mind map, students sum-
marize information from a text and organize
it by listing, sorting, or sequencing it, or by
linking information and/or ideas. Mind
maps help students understand the relative
importance of individual points and the way
in which these points relate to one another.

115 GL
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mnemonics.

Techniques for improving or

supporting the memory (e.g., memory
tricks that are used to help remember the
spelling of a difficult word Ice

is a noun
and so is

practice).

modelling.

A demonstration by the teacher

of how to perform a task or use a strategy.
Students copy the teacher in order to learn
the modelled processes and skills.
Modelling may include thinking aloud, to
help students become aware of the
processes and skills involved.

multimedia presentation.

A single work

that uses more than one medium to present
information and/or ideas: for example, an
oral report that includes a slide show, dia-
grams, and a video or audio clip.

non-discriminatory language.

Language

that conveys respect for all people and
avoids stereotyping based on gender, race,
religion, culture, social class, sexual orien-
tation, ability, or age.

inclusive
language.

onomatopoeia.

The use of a word having

a sound that suggests its meaning (e.g.,

splash

, murmur
, buzz
, twitter
).

oral language structures.

Verbal structures

that are used in speaking. Examples include:
conventional sentence structures (e.g.,
interrogative, exclamatory; simple, com-
pound, complex); colloquial structures
(e.g., one-word answers, verbless sentences);
contractions; colloquial idioms.

oral text.

See

forms of oral texts.

organizational patterns of text.

Ways in

which texts are structured in different
forms or genres of writing. Examples
include: time order or chronological order
(events presented in time sequence);
comparison and contrast (an outline of
similarities and differences); cause and
effect (an outline of events or actions linked
to their consequences); generalization

(general statements supported by exam-
ples); combined/multiple orders (two or
more organizational patterns used togeth-
er: for example, comparison/contrast and
cause/effect).

overall expectations.

See

expectations.

oxymoron.

A combination of words with

contradictory meanings, used deliberately
for effect (e.g.,

delicious torment

, living
death
).

paraphrase.

A restatement of an idea or

text in one s own words.

parenthetical referencing.

A technique of

citation in which an acknowledgement is
placed in parentheses and inserted into a
research essay wherever the writer has
taken words, facts, or ideas from another
source. Usually the author s last name
and a page reference are used to identify
the source. Each source cited in parenthet-
ical references must have a corresponding
entry in the list of

works cited

personal essay

(also referred to as a

reflec-

tive essay

). An essay written in an informal
style on a subject of personal interest to
the writer. This type of writing usually
presents the writer s own ideas or reflects
aspects of the writer s personality.

phonemic awareness.

The ability to hear,

identify, and manipulate phonemes (the
smallest units of spoken language) in spo-
ken words.

phonics.

Instruction that teaches children

the relationships between the letters
(graphemes) of written language and the
individual sounds (phonemes) of spoken
language.

phonological awareness.

The ability to

focus on and manipulate units of lan-
guage, including phonemes and larger
spoken units such as syllables and words.

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A digital recording of a broadcast,

available on the Internet for downloading
to a personal computer or audio player.

point of view.

The position of the narrator

in relation to the story; thus, the vantage
point from which events are seen (e.g., the
omniscient, the third-person, or the first-
person point of view).

pragmatics.

The study of how people

choose what they say or write from the
range of possibilities available in the lan-
guage and the effect of those choices on
listeners or readers. Pragmatics involves
understanding how the context influences
the way sentences convey information
(e.g., the speaker/author/producer s
choice of text form, text features, use of
conventions, and presentation style affect
how the listener, reader, or viewer will
understand the text).

pr cis.

A concise summary of the ideas

in a text.

print and electronic resources.

Information/reference materials in print
or electronic media. Examples include:
books (fiction and non-fiction), newspa-
pers, magazines, encyclopaedias, reports,
television programs, videos, CD-ROMs,
computer graphics programs, word-
processing programs, models for writing
(e.g., stories or essays by published writ-
ers), style guides, databases, dictionaries,
thesauri, spell-check programs.

prior knowledge.

The background experi-

ence and knowledge that a student brings
to classroom learning. Instruction builds
on prior knowledge in order to introduce
new learning. Since students come to
school with a wide variety of prior knowl-
edge, teachers need to be aware of their
students backgrounds in planning lessons.

product placement.

The use of brand-name

products in television programs, movies,
games, and other media productions as a
form of paid advertising.

proofreading.

The careful reading of a

final draft of written work to eliminate
typographical errors and to correct errors
in grammar, usage, spelling, and punctua-
tion.

writing process.

reader s notebook.

A notebook in which

individual students record observations
and reflections about texts read and their
reading process, as well as related dia-
grams, definitions, lists (e.g., books read ,
books to read ), explanations, descriptions,
predictions, findings, and conclusions.
The reader s notebook supports students
thinking about their reading and is a help-
ful tool for discussing their reading with
the teacher and their peers.

readers' theatre.

An instructional activity

in which students: adopt the roles of dif-
ferent characters and of a narrator to read
a text; or develop scripts based on familiar
texts, practise their parts, and then present
their rehearsed reading to others.

reading fluency.

The ability to read with

sufficient ease and accuracy to focus the
reader s or listener s attention on the
meaning and message of a text. Reading
fluency involves not only the automatic
identification of words but also qualities
such as rhythm, intonation, and phrasing
at the phrase, sentence, and text levels, as
well as anticipation of what comes next in
a text.

reading strategies.

Approaches used

before, during, and after reading to figure
out unfamiliar words, determine mean-
ing, and increase understanding of a text.
Examples include comprehension strategies
and word-solving strategies, including the
use of cueing systems. Good readers use a
combination of word-solving and compre-
hension strategies, while maintaining a
focus on developing and deepening their
understanding of a text.

compre-
hension strategies.

117 GL
OSSAR

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report.

An oral or written account or opin-

ion formally expressed, based on the find-
ings from an investigation or inquiry.

research.

A systematic investigation

involving the study of materials and
sources in order to establish facts and seek
out the truth. Such an investigation gener-
ally has the following stages: selecting a
topic, narrowing the focus, locating
appropriate resources, gathering informa-
tion, analysing material and forming con-
clusions, presenting the information in
written and/or oral form, and document-
ing the sources of information and ideas.

revising.

The process of making major

changes to the content, structure, and
wording of a draft to improve the organi-
zation of ideas, eliminate awkward phras-
ing, correct errors, and generally ensure
that the writing is clear, coherent, and cor-
rect.

writing process.

rhetorical devices and techniques.

Elements

of style used in speech or writing to achieve
special effects, usually in order to per-
suade, interest, or impress an audience
(e.g., rhythm, repetition, rhetorical question,
emphasis, balance, dramatic pause).

rhetorical question.

A question asked not

for information but for dramatic effect. The
answer may be self-evident (

Why should I
care what they think?

) or immediately pro-
vided by the questioner (What should be
done? Well, first we should...
).

role playing.

A dramatic technique in

which participants act the part of another
character, usually in order to explore the
character s thoughts, feelings, and values.

run-on sentence.

A sentence error in which

two or more sentences are run together
and punctuated as one, or a series of main
clauses are not separated by the required
conjunctions or punctuation.

scaffolding.

Instruction that helps students

build on their prior knowledge and expe-

riences in order to reach higher levels of
learning and proficiency. Teachers provide
temporary support until students develop
the ability to apply newly learned skills
and knowledge independently.

semantic cues.

See

cueing systems.

slang.

Very informal language patterns or

vocabulary used by particular groups, or
in special contexts, or to reflect trends.

sound devices.

Literary techniques in

which words are selected for the sounds
they make (e.g., rhyme, assonance, conso-
nance, alliteration, and onomatopoeia).

specialized language.

Words and phrases

that have a particular meaning because of
the context in which they are used (e.g.,
cinematic terms such as

close-up

or fade
out
used in a film review). See also

techni-
cal language.

specific expectations.

See

expectations.

standard Canadian English.

Oral and

written English that follows accepted rules
and practices of grammar, usage, spelling,
and punctuation and that is used across
a broad spectrum of Canadian society
(e.g., in government, educational, medical,
legal, science, business, and media
communications).

stereotype.

An image of a particular type

of person or thing that has become fixed
through being widely held. Stereotypes
are usually conventional, formulaic, and
oversimplified.

story grammar.

The structure and elements

of narrative text. In Western cultures, story
grammars have the following elements:
setting (time, place); characters; the intro-
duction of a problem or conflict; events
(e.g., the reaction of the central character
and his or her attempts to solve the prob-
lem); a resolution or conclusion; and a
theme. A story map is a graphic organizer
that traces the story grammar.

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A sequence of images used

to plan a film, video, television program,
or drama.

strands.

The four major areas of language

use into which the English curriculum is
organized: Oral Communication, Reading
and Literature Studies, Writing, and
Media Studies.

student-teacher conference.

A teacher s

planned dialogue with an individual
student about his or her learning.
Conferences offer teachers opportunities
to get to know their students strengths
and the challenges they face in relation to
specific learning strands or expectations;
to monitor their progress; and to plan
future instruction based on identified
needs and interests.

style.

A manner of writing or speaking or

performing. In a literary work, style usu-
ally refers to distinctive characteristics of
the diction, figurative language, literary
devices, language patterns, and sentence
structures of the work.

stylistic device.

See

literary device.

summarizing.

Stating the main points or

facts of a text.

symbol.

Something that stands for or

represents an abstract idea.

synonym.

A word that has the same or

almost the same meaning as another
word (e.g.,

clean

/pure
).

synopsis.

A brief summary providing a

general view of a topic, subject, or work.

syntactic cues.

See

cueing systems.

syntax.

The predictable structure of a lan-

guage and the ways in which words are
combined to form phrases, clauses, and
sentences. Syntax includes classes of
words (e.g., nouns, verbs, adjectives) and

their functions (e.g., subject, object).

cueing systems.

synthesis.

A new whole that is formed

when ideas and information are linked,
combined, and/or integrated.

technical language.

The terminology used

in a discipline or understood by a trade,
profession, or group of people (e.g., in
metal working, the term

pig

means a
mould for casting metals
). See also

academic
language, specialized language.

template.

A document with a predeter-

mined form, included in most word-
processing and presentation software
(e.g., calendar, memo, and letter templates).

text.

A means of communication that

uses words, graphics, sounds, and/or
images, in print, oral, visual, or electronic
form, to present information and ideas
to an audience.

text features.

The physical or design char-

acteristics of a text that clarify and/or give
support to the meaning in the text (e.g.,
title, headings, subheadings, bold and italic
fonts, illustrations).

conventions.

text form.

A category or type of text that

has certain defining characteristics. The
concept of text forms provides a way for
readers and writers to think about the
purpose of a text and its intended audience.

thesis statement.

The statement in an essay

that communicates the writer s main point
and purpose. The thesis statement usually
appears at the beginning of an essay.

tone.

A manner of speaking, writing, or

creating that reveals the speaker s, author s,
or producer s attitude towards a subject
and/or audience.

topic sentence.

The sentence that express-

es the central idea in a paragraph.

119 GL
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tree diagram.

A graphic organizer that is

used to classify a topic into groups and
items (e.g., when summarizing or plan-
ning a report).

unity.

Adequate interconnection and

coherence among the parts of a work,
achieved when the details relate clearly to
the controlling idea of the work.

usage.

The generally accepted ways in

which language is used to communicate
meaning (e.g., single negatives preferred
to double negatives, as in

I don t see any
reason

, rather than I don t see no reason
).

vertical files.

A collection of newspaper

and magazine articles, photographs,
maps, and pamphlets on specific topics.

voice.

The style or character of a piece of

writing conveyed through the author s
use of vocabulary, sentence structure,
imagery, rhythm, and other elements that
contribute to the mood of the piece as a
whole.

webcast.

A broadcast or recording of an

event on the World Wide Web.

web page.

A page of information at a

website. It may include text, graphics,
and links to other web pages.

webquest.

An inquiry in which most or all

of the information gathered is drawn from
the World Wide Web.

website.

A collective term for all of the

web pages at a particular site on the Web.
A website can cover one topic or a variety
of topics.

word pattern.

The particular arrangement

of the components in a group of words
that have elements in common with
respect to meaning, syntax, spelling,
and/or sound (e.g., the formation of the
past tense in a group of verbs by adding
the suffix

-ed

to the verb root).

word-solving strategies.

Any of a variety

of semantic, syntactic, or graphophonic
strategies that help students read a word.
Examples include: decoding words; using
knowledge of the structure or meaning of
words to read unfamiliar words; combin-
ing knowledge of letter-sound relation-
ships with clues from an illustration to
predict the word.

word wall.

A list of words, grouped

alphabetically and prominently dis-
played in the classroom, that teachers
use to help students become familiar
with high-frequency words.

word web.

A graphic presentation of

words associated with a subject showing
the relationships between or among ideas
or information.

works cited

(also referred to as

references

bibliography

). An organized list of all
the sources used in preparing a research
essay (e.g., books, articles, interviews,
websites, CD-ROMs). An annotated bibli-
ography includes a brief description or
assessment of each source. See also

paren-
thetical referencing.

writer's notebook.

A notebook in which

individual students record notes, lists,
drafts, observations, strategies, informa-
tion, and ideas to support their writing
development. The writer s notebook is
personal a place where students capture
moments and scenes that they want to
remember and outline strategies that
will help them develop as writers.

writing process.

The process involved in

producing a polished piece of writing. The
writing process comprises several stages,
each of which focuses on specific tasks. The
main stages of the writing process are:
planning for writing, drafting, revising,
editing, proofreading, and publishing.

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120 INTRODUCTION